<< Objectives >>The main objective of the project is to promote a holistic approach to STEAM education, based on empirical learning, peer education and the involvement of the local community.In fact, EXPERIMENTA aims at promoting interest in STEM culture through a community-based learning approach, supporting holistic approaches to teaching and learning and collaboration among all actors within schools, as well as with families and other external stakeholders.<< Implementation >>Project’s activities are:- Activity 1 - Kick-off meeting- Activity 2 - EXPERIMENTA research: production of a Booklet containing:a. the collection of good practices for STEM educationb. engaging STEM activities designed by the Schools involved - Activity 3 - Pilot Action: presentation and testing of the STEM activities + Training of Teachers - Activity 4 - Students' learning activity: Transnational mobility- Activity 5 - EXPERIMENTA final events- Activity 6- PM and Dissemination<< Results >>EXPERIMENTA expects to have the following results:-Booklet: This is the main output, consisting of a tool containing the methodology developed in the first month. The booklet will be dedicated to teachers in European schools and will contain the principles, methodology and possible activities to be implemented in the classroom following the project methodology-Report of the experimentation, containing the results of the pilot action.-Transnational training of students -4 Final events.

The EU.CAP project focuses on improving equality of opportunity by improving the employability and active participation of people with mild disabilities in the mainstream economy. The target audience is:1. persons under 30 years of age with mild intellectual disabilities, physical and / or sensory disabilities, who are likely to fit into a traditional work environment with (possibly) slight adaptations in situ (mobility, workplace, technologies) adapted ...). This is the priority target audience.2. social workers wishing to be trained in the use of a socio-educational tool for the target audience 1EU.CAP aims to improve the professional profile of people with disabilities and their suitability for the job market. It aims for long-lasting benefits for individuals and partner organizations by developing an integration model based on the good practices detected in the employability of risk groups. The best practices selected will be integrated into the socio-pedagogical tool that will promote quality and excellence.EU.CAP wishes to promote and develop with its priority target audience skills (know-how) and integration skills (know-how) in the workplace by combining observation courses, training and employment. It will be a process of maximum 15 months managed as part of a specialized job coaching.A specific methodological tool will be built in four stages:1: Identify good practices in the area of ​​employability of people with low mobility in the Member States2: Check the timeliness and feasibility of transferring good practices.3: Develop, test and implement a methodological tool of coaching specialized in various sectors of activity. This methodological tool will have but for:- Help the person with a disability, their profile, their professional profile, their need for training and / or the most effective way job market;- to facilitate support for socio-professional integration in companies by specializing the job coach in the realities of disability: articulate the learning time, the collective life time and the individual steps for the trainee to the evolution 'insert socially, to discover concretely a job, to become familiar with the realities of professional life and, finally, to gain access to employment.4: Organizer of a pilot training for 12 social workers wishing to specialize in the professional integration of people with disabilities.At the end of the project, a repository of training and skills will be freely available to professionals of integration and disability. A series of policy actions will then be sensitized to States and civil society on the issue of employment of people with mild disabilities.

CONTEXT AND BACKGROUND Many young people feel remote from their communities, civil institutions and policies that affect their daily and future lives. 26+ million of the 90 million YP aged 15-29 in the EU, are at risk of poverty and social exclusion when rated on the AROPE scale. This project addressed the needs reported by YP that were consulted in preparing the project application and throughout the project. About 70% of the project’s target group of young people were from backgrounds with fewer opportunities and many lacked confidence and key skills. The project developed new tools and informal learning materials to provide inspiration and practical activities for youth workers, related practitioners and young people themselves, to help motivate young people to engage in active citizenship, the wider society and the world of work. Led by Wandsworth Council, UK, partners from NGO and school sectors in IT, ES and RO successfully introduced the concept of the Takeover Day to their countries as an informal learning and engagement tool to promote youth engagement, active citizenship, empowerment and build bridges to employers. OBJECTIVESThe project created an engagement and participation toolkit co-designed with young people (YP) and youth workers to create ‘Takeover Days’ are events where YP ‘take over’ a service/function in a public institution or private enterprise for one day. Their is to engage young people and give them a practical opportunity to experience high-level decision-making in a real work environment and to raise their awareness of the role of public and private enterprise in EU democracy.PARTICIPANT PROFILEThe 126 young people taking part were aged 16-24, 70% had fewer opportunities or special needs.Their backgrounds included: •Migrants and BAME •Deprived inner city areas•Isolated rural areas •Learning disabilities/mental health problems •Poverty •In care & care leavers ACTIVITIESAs the UK was the only partner with experience of Takeover Days, it provided an initial model for partners to explore. The project’s needs analysis researched and mapped activities promoting youth empowerment and participation in each partner country to inform the development of the Toolkit. Participatory workshops were also held with young people to inform the needs analysis and development of the intellectual outputs. Based on this information, partners created a 'Takeover Day Toolkit' in two parts: 1) an online Guide to creating a Takeover Day (IO1) and 2) a set of supporting skills activities (IO2). These were discussed and tested at the project’s transnational camp – (5 x days of indoor/outdoor informal workshops) and virtual mobility. Following this, the toolkit was tested by partners through a programme of workshops and Takeover Days with a range of public institutions including museums, schools and local authority services. In addition to these, private enterprises were also added to the programme as many young people, particularly in RO, expressed an interest in exploring these environments. The toolkit and other materials are freely available on the project website.The project was affected in its last months by the Covid 19 crisis. This meant that not all the planned Takeover Days and workshops could be carried out – although each partner was able to carry out at least two before the lockdown. Two multiplier events took place online - in RO and IT - and the final TPM was also held online. RESULTS AND IMPACT•126 young people and 28 youthworkers took part in the project, including 39 YP and 8 youthworkers in the international mobility •11 institutions/employers hosted a Takeover Day •Online Toolkit consisting of a Guide to creating a Takeover Day with 40+ supporting skills activities translated into partner languages.•An audience of 11500+ was reached via publicity on partners’ websites, newsletters and the project’s social media.•Young people improved: their self-confidence, leadership and communications skills; their understanding of the institutions/enterprises they ‘took over’ and knowledge of Erasmus+ and the EU.•Youthworkers have fresh engagement tools and and improved knowledge of E+•Partners strengthened their widening participation strategies•LOCAL authorities, policy makers and other stakeholders have access ro fresh tools to promote youth participation, contributing to social and economic cohesion.TRANSNATIONAL The toolkit and case studies are available freely over the Internet for 3+ years; the toolkit has been adopted by partners and the concept is already being transferred to other countries: e.g. a KA2 VET application is being prepared by XANO and WCLL to transfer the Takeover concept to Portugal, Netherlands and Lithuania; the Ministry of Work in Peru has expressed interest in the concept following presentations of the project to meetings at the ministry and regional governments by XANO in its advisory role to the government on youth participation.

Shift was aimed at promoting an exchange of practices amongst each partner organisation in order to improve knowledge and develop joint initiatives on Intercultural Mediation from the education and training perspective. IM can be considered a key professional role and also a transversal competence necessary to ‘build’ a link between immigrants and workers in the institutions of the host society, to reinforce networks and to increase the capacity to operate at transnational level, share and confront ideas, practices and methods in the relevant field of intercultural dialogue. Specifically the project was aimed at •Investigating and reporting about the profession of ‘Intercultural Mediators’ and/or similar professionals within the partnership’s contexts. •Investigating and reporting on existing paths (formal, nonformal, informal) for becoming ‘Intercultural Mediator’. •Mapping the Gapping of relevant learning outcomes within formal education pathways on Intercultural Mediation The Shift Project involved a complementary partnership led by Consorzio abn a & b network sociale, an Italian Consortium of social cooperatives. The other partners were: In Italy, Unione Nazionale Consumatori with expertise in mediation, the Municipal authority City of London (UK), Xano Channel, a Spanish organisation expert in education and training as well as in mobility of staff and learners. It furthermore involved other organisations in Italy (CIDIS onlus) and Spain (ESMOVIA) with specific expertise in Intercultural and Cultural mediation on the one hand and in VET on the other. The partnership worked together on the professional profile of Intercultural Mediators. The first step was to investigate on the State of the Arts, that is the professional status and the professional training available in UK, Italy, Spain. However, it was through the Blended Mobility partly held in Valencia that the participants came to a shared definition of Intercultural Mediation and built together a shared view and agreement on the complex series of Competences that characterize this profileThe investigation of the IM profile has been carried out both through desk research (performed by each partner organisation autonomously) and through the Mobility experience held in June 2017. The former has been carried out online (using google drive as common platform to share materials and collaborative work on the common theme) and offline. The Workshop on Intercultural Mediation was organized in Valencia from June 20th to 24th. In this experience, which involved the participation of professionals who perform intercultural mediation activities, the discussion was focused on: •Agreeing on a common definition of Intercultural Mediation •Distinguishing between Intercultural Mediation and other forms of mediation (e.g.. Cultural Mediation) •Identifying the set of core competences belonging Intercultural Mediators •Identifying competences GAPS within the existing training paths in the partner countries In order to base our work on a common ground, the partnership has adopted the following definition of Intercultural Mediation: Intercultural Mediation is the process of facilitating communication amongst different cultures for social integration. “Intercultural mediation” intervenes by “mediating”, as a tool of synthesis between the different identity, cultural, religious and ethnic components; on the other hand, the word “intercultural” includes all those aspects that shape the identity of single individuals. The blended mobiliy of learners was held during the month of June 2017. The mobility involved nr 3 accompanying persons and nr 9 learners. At first stage, sharing of materials and discussion was held through skype and google drive. In Valencia a workshop was held from June 20th to 24th where participants have worked together to the construction of an agreed competences framework of the profile of Intercultural Mediator and met local initiatives and services which include intercultural mediation as a core competence/activity. The exchange or practices held during the Shift lifetime and overall deeply and intensively during the Mobility training programme in Valencia, led us to look more compellingly at Intercultural Mediation not only as a profession to be pursued through professional training but also as a transversal competence which is key to a great number of professional profiles such as doctors, teachers, lawyers, public officers (this list is far from being exhaustive). From these reflections and conclusions stem the strong commitment of the Shift project partners, to continue the collaborative work in the domain of IM undertaken through the Shift project to make Intercultural Mediation a competence accessible to all.

"<< Background >>COVID-19 is highlighting our societies current and persisting health, social, and economic disparities. This pandemic hasthe greatest effect on the lives of those who are poor or in challenging socioeconomic situations. Because of the ongoingdanger of the financial crisis, it is critical to resolve the need for financial literacy educational programs. People can't makethe best choices if they don't have it. Since it impacts everybody and spans all ages, geographies, and cultures, it's criticalthat the public, corporate, and non-profit sectors collaborate globally to help youth improve financial literacy. Youthorganizations are instrumental in designing interventions to help young people (YP) learn this important life skill andrelated knowledge. This is a European reality as well as a cross-border threat that many European youth face. Somemember states have made efforts to establish cohesive policies to address the lack of financial literacy, although othersare only in the planning stages. Partner experience will effectively resolve and increase the project's transnational effects.According to a report conducted by the Institute for Fiscal Studies, the global COVID-19 pandemic has had economicramifications across European countries, primarily affecting young people, young workers, and women. Many of themnow expect their personal and household financial situation to deteriorate over the next 12 months, according to data,young adults in particular. Young people with low income are more likely to make short-term and poor financial decisions(like borrowing at unsustainable rates), according to the World Bank's ""Mind, Society and behavior"" study (2015), sincetheir brains adopt a ""scarcity mentality"" when they have limited resources. To support the inclusion of the young peopleand support them in the process of developing money awareness, skills, and habits at key transformative moments, youthworkers, educators, and educational leaders must be involved as frontline personnel. Youth employees already wearseveral hats, but they lack the necessary experience to wear the financial educator hat. 5 Youth organizations gathereddata for the need analysis from 250 young people and 167 youth workers during the project's initial development processto better understand financial activity and financial learning needs of the young people and youthworkers/trainers/educators active in youth organisations (orgs). Insights collected from Young people: 93% - Since manytimes the interventions and support offered are not based on this subject, many of them do not have formal financialeducation training, aside from their degree/certificate as educator, social worker.” 75% of the respondents consider thateducators are not prepared and not even the national education system is able to teach Financial Education to youngpeople,” according to a majority of respondents from Italy, Spain, Greece, Romania, and Sweden. 31% know certainfundamentals about it and are prepared to handle finances, but not to teach Financial Education,” Insights collected fromYouth Workers: 92% of the respondents confirmed us that they are not equipped with basic know-how in financialeducation, even though they have noticed that their beneficiaries need this type of support to improve their financialdecisions 70% would like to expand their portfolio of services (including financial literacy) in their organizations forchildren, teenagers and young people 48% affirm that they are not aware of the available national or European resourcesand they are interested to map them to direct their beneficiaries towards them when needed.<< Objectives >>The aim of the 5 organizations is to design a set of 2 financial education resources for Youth organisations to use in orderto equip young people with the know-how and key-competences required to achieve a high-quality financial life, based onthe guidelines of the European Union incorporated in the “Financial Education for all” guide. Through FLY, we focus onincreasing the quality and innovation of youth work through financial literacy, a topic which is not usually tackled by youthorganisations, but mainly it is a playground for financial private and public institutions. Specific objectives: SO1: To createa cross-sectoral network of financial experts (from the public, private and not-for-profit sector) who can actively contributewith their know-how to the development of FLY training Playbook and promote the necessity of integrating financialeducation in high-schools, universities, and Youth organisations through 4 national seminars for stakeholders and 1 FLYFair. SO2: To train 15 youth workers to become financial educators in 5 local communities through a 7 days staff trainingevent where they will deepen their knowledge of financial literacy, evaluate the FLY Playbook, and learn how to promoteit. SO3: To build high-quality financial education learning opportunities for 100 young people who participated in 5 threedaysmultiplying workshops. As a result, youth workers will provide quality financial education advice through localseminars, empowering them to resolve financial challenges (with a particular focus on marginalized youth from rural areas and with low income). Young people with the requisite expertise, experience, and trust would be able to make moreeducated financial choices and have more influence over their lives and finances. We focus primarily on youthtransitioning to independent living and in need of “survival” money skills, those who live in lower-income householdsyouthwith less resources, as well as with those already in formal educational settings, where early behavioural andsubsequent preventative training provide a base of skills, awareness and trust for their short and long term futures. Duringthe project, 100 young people can engage directly in five 3-days multiplying learning workshops activities to develop theirfinancial literacy through non-formal activities and multimedia, interactive learning opportunities. We believe that today'syouth should be able to become economically motivated people who recognize the value of saving and are equipped withthe skills to find work and build their own livelihoods. We want young people to learn how to budget effectively. We willhelp youth transition their awareness to their families and whole communities by inspiring them.<< Implementation >>During the FLY project we will organize the following activities: 4 Transnational Project Meetings This is Collaborativetransnational partnership and to achieve the project objectives in a proper way, the partner will meet 4 times, 1 eachpartner country (except Romania which will host the LTT). During the 1TPM, the team will discuss the project'sobjectives, assumptions, constraints, milestones, deliverables, challenges, methodologies, procedures, plans, workingenvironment, risks, the roles of each stakeholder and agree the guidelines for developing PR1. During the 2TPM, P2(RO) will propose 2 methodologies for the two-phases research to be agreed by all the project partners. During the3TPM, will plan the LTT1 agenda, participants selection preparation; and plan the details and methodology for the twotypes of multiplying events: one for 100 young people from 5 countries, and the second for stakeholders. During the 4thTPM the evaluation of the final outcomes will be presented to the whole team 1 LTT activity for youth workers Preparing ageneration of trainers and youth workers is a key component of the success of the FLY project and ensuring thesustainability of the programme at local and national level. The activity will be complemented by two eLearning andmentoring phases provided through a Facebook private community (3 weeks before and 3 after LTT) to ensure deepprocessing of the material, while the residential training will provide hands-on experience, professional cooperation andpersonal guidance for youth workers. 5 FLY seminars for 100 Young People Partners will organize FLY seminars (3 dayslong each) that will be dedicated to the following topics: Day 1. Learn to manage money wisely; Day 2. Save for yourfuture; 3. Day 3 Earn for yourself and your family. The objectives are: the young people discover using PR1&2 how tomanage their money wisely, and how to transfer their knowledge to their families and to entire communities; experiencevarious simulations based on real-life situations, take decisions and understand what is the impact of their decisions;explore their social and economic rights and responsibilities as a key to creating a generation of capable adults, who canmake wise decisions for their future, among others. 4 FLY conferences for 100 stakeholders The objectives of this 1-dayconference is to reunite various stakeholders involved in the Financial education field and the members of the projectnetwork to analyze through a roundtable concrete actions that we can take to support young people to provide them withthe tools and inspiration they need to take care of their financial health. We will focus on debating through panels withspeakers several topics of interest for youth such as the implications of new technologies and education programs on thedevelopment of the financial system 1 FLY FAIR for 58 stakeholders The FLY FAIR is a cross sector network to be run byXANO Channel with the support of the consortium members with the purposes: to provide a platform for organisationsand individuals with an interest in financial education policy and programmes to discuss the importance of financialeducation and the pressing challenges faced by GenZ; to share good practices and the latest news and developments infinancial education for children and young people, to discuss how tech innovation, effective policy-making and betterfinancial education can converge to improve the economic and social well-being of young people around the world; tointroduce the PR1 and PR2 to the participants and the impact of the project among beneficiaries; to communicate withgovernment, MPs, financial education providers to make sure that every young person is given the opportunity to developcrucial financial management and employability skills; to emphasize the best practice cases (discovered during theresearch phase) and the take-aways.<< Results >>The results linked with the project objectives are: 1. 1 network of stakeholders developed, actively engaged in theproduction of the Projects results 1 & 2, and provides valuable know-how through multimedia materials (micro-learningvideos & podcasts, thematic articles) - reinforced cooperation at national and European level 2. 10 Financial mind-maps(WP2), 1 Financial Literacy for Youth (FLY) playbook (PR2) designed in cooperation with external financial experts andeducators 3. 15 YW, 100 YP from 5 EU countries identified, selected, prepared and trained on the topic of financialliteracy through 1 short-term joint staff training event and five 3-days multipliers seminars for young people (especially those with fewer opportunities). They will become familiar with the FLY Playbook and the Financial mind-maps. 4. 100best practices from 5 countries identified and promoted, alongside with the Projects results 1 & 2 during the 4 localseminars for 250 stakeholders and 1 European Youth Financial Literacy Fair (FLY Fair) in Sweden 5. 1 set of appropriatestrategies and tools to ensure the feedback of direct and indirect TG and to monitor their learning process (1 learningactivity for staff and 5 local workshops for young people). 6. 1 DEOR campaign to disseminate the activities and results ofthe project to a wide range of stakeholders (representatives of Youth/Education ministries, CSR managers from financialcompanies, Financial authorities, School inspectorates, representatives of high-schools and Universities, other Youth orspecialized not-for-profits etc) to attend 4 multiplying seminars for stakeholders and 1 Fly Fair conference. 7. 1 awarenesscampaign to encourage young people to enhance their financial literacy (skills, behaviors and know-how) from 5 localcommunities 8. 1 digital financial learning center - FLY Playbook that will host the 1st and the 2nd Project Result forYoung people and youth workers 9. 100% of programme participants will successfully complete the programme (bothresidential training and online assignments available on the learning center - Playbook) 10. 80% of programmeparticipants will show an increase in their financial competences and decisions by the end of the programme (comparedwith an initial assignment made in the preparation phase) 11. 80% of programme participants will report high satisfactionwith the training modules and educational game and make use of the resources integrated in the 10 mind-maps 12.Minimum 500 unique members of financial learning center - FLY Playbook accessing the Financial education resources13. Minimum 30 active members in the network before the 10 local seminars for stakeholders and young people, as wellas the final Fly Fair where we aim that a new wave of members will join us (min expected 50 new members) 14. At least110 Youth organisations and key stakeholders working in the field of financial education participate in multipliers eventsand local workshops (30 at Fly Fair, 20 in 4 local seminars for stakeholders) 15. At least 10.000 young people reached bythe project awareness campaign 16. 15 youth workers from 5 Youth organisations have increased with 80% their abilitiesto facilitate financial education workshops (compared with an initial assignment made in the preparation phase) 17. 5organizations directly involved in the project will integrate in their services long-term financial education services(including in the sustainability phase) and will better adapt to the changing of the external environment 18. 1 researchcarried out in 5 European countries to discover insights about Generation Z and their financial needs (incomeflows/inflows, saving/spending/investing/borrowing behavior, youth experience with youth financial services), that canhelp Youth NGOs, Public Bodies, Private companies that provide financial services to develop relevant support nationalstrategies, measures and interventions."