Every year more than 40.000 thousand youth workers are trained in more than 1500 training activities organised by youth work and training organisations and institutions in Europe. In the last years European Training Strategy (ETS) was developed to ensure transparency, effective management and good quality of youth work training activities. The most recent development was the launch of ETS competence model for trainers to support professional development and recognition.The International Youth Work Trainer Guild together with partner organisations takes the momentum to develop a professional development appraisal service for trainers. With this project we plan to address the needs of international community of trainers to have online tools to support their self-assessment, external review of performance and curate their professional development.Such developments are welcomed and recommended by the recent European youth policy recommendations and institutions which support the implementation of European youth work and training programmes.We aim to increase the quality of youth work and training activities in Europe by developing a web-based 360° professional development appraisal service for trainers and other training stakeholders. During the project we achieved the following specific objectives: 1. To create a web-based environment for trainers, training participants, trainer peer colleagues and training service contractors to implement a 360° review of trainer's’ performance and assess trainer competences. Success indicator: well functioning and engaging web environment. 2. To develop web-tools and guidelines which will enable trainers to perform the self-assessment of their performance and competences using the ETS competence model and feedback of participants, peer colleagues and contractors. Success indicator: 239 people completed self-assessments.3. To develop web-tools and guidelines that will enable at trainers to collect 360° feedback from participants, peer colleagues and contractors. Success indicator: 3415 external reviews collected.4. To develop web-tools and guidelines to support trainers in their professional development using the 360° review data. Success indicator: 46 professional development plans submitted.5. To develop and secure a peer trainer support system that ensures individual professional growth in response to their participation and feedback received through the appraisal service. Success indicator: 46 peer support meetings happened online or in person.This project directly involved staff, members and affiliates of partner organisations of this project. The profile of involved participants: youth work professionals, trainers, project managers, graphic, UX/UI designers, software developers.Beyond partner organisations, this project involved participants of training activities, other trainers active in the field, training service contractors and representatives of European institutions, such as SALTO Resource centres, Erasmus+ National Agencies, coordinators of trainer pools.Besides of the regular project management activities, such as transnational and online partner meetings, dissemination, evaluation and reporting of project activities and results, this project developed the following intellectual outputs:1. Web-based environment to run 360° Appraisal service;2. Web-based tools and guidelines to support trainers self-assessment3. Web-based tools and guidelines for external review of trainer competences4. Web-based tools and guidelines for trainers professional developmentTo support development of these intellectual outcomes staff training activity was organised. To develop intellectual outputs we applied most effective methodologies which use Goal-oriented Design principles and Design Thinking process to build web tools, content and software of 360° Appraisal service.The professional development appraisal service for trainers and other stakeholders was built using 360° review model, Appreciative Inquiry methodology and self-directed learning approach.This project enables the international youth work training stakeholders to use the 360° professional development appraisal service to review and assess trainer performance and competences using ETS competence model. Trainers have web-based tools to perform their self-assessment and become more aware of their professional competences and needs for professional development. Other training stakeholders, e.g. training participants, trainer colleagues, training service contractors are able to provide with the external review of trainer performance and give feedback. Ultimately, youth workers trained to a high standard will increase the quality of the youth work services and experience that young people have.

We live in a world where sexist jokes among friends, xenophobic graffiti and racist speech among politicians has become an everyday experience. Too often, we do not even register it, as long as it does not target us directly. This is no different for youth workers lived reality. Hate Speech is an experienced reality across Europe and while efforts have been taken to address online hate speech and different actors programmes and training developed to combat youth radicalization, gaps remains in relation to how do youth workers actively address and transform hate speech in a safe and transformative way in different spaces for young people. We all youth work practitioners are part of our families, circles of friends, communities, the political realm…; hence we need to unlearn the “normality” of hate speech and/or hateful behaviour ourselves first, in order to be able to recognise and tackle it with the young people and the youth groups we work with. This project gathered ideas, and created concreted new approaches and methods on how to support the youth worker in recognising and tackling situations where hate speech occurs within a youth setting and has the ambition to support the youth worker’s practice to become transformative.We changed the name of the project when we started to implement the project as we found the original name not suitable for our target group and beneficiaries and not really inspiring people to get involved. We decided to call the project Outside In – Transforming Hate and created a visual identy to match the name. It resonated better the aim of the project. The project lasted two years, from June 2017 to May 2019, and aimed at making youth work in Europe more inclusive and safer for all. Over the two years, five partner organisations from Finland, Ireland, Portugal, Scotland, and Slovenia, co-created a European network of trainers and experts who can provide quality trainings and tools for youth workers to recognise, manage, and transform hateful speech and behaviour in their everyday work with young people.A unique aspect of this project was that this new network of trainers consists of youth workers and equality experts from the five countries who mainly belong to minority and marginalised groups themselves; groups which are often talked about but are still greatly under-represented in national and international youth work training structures and pool of experts.These 24 youth workers and equality experts underwent an intensive training-of-trainers programme, which included three residential trainings (one in Slovenia, two in Portugal), transnational knowledge exchange, mentoring support scheme, and tasks to plan training outlines, test them out in practice and reflect their learninging order to develop their training skills (methodogogical skills and meta-skills that trainers need). As a result, they have gained knowledge, skills and experience of inclusive youth work and transformative manner to tackle hate speech in youth setting and have the competence to provide youth workers the tools, methods, and approaches to tackle hateful speech and behaviour constructively.In addition, as an outcome of the training program and the new competence acquired by it, this same team of newly trained trainers have also co-created a practice manual for other youth workers as well as co-created a content for educational platform for youth workers. The practice manual and educational platform provide answer (hands on methods and knowledge) on some of the most perplexing needs of youth workers in today’s Europe – how to provide a safer space for all youths and how to tackle hateful speech and behaviour in a way that enable long-term change among youths with discriminatory attitudes and behaviour.The project addressed the contemporary needs of youth workers in an innovative way, bringing together a diverse group of participants from five European countries all of whom have experienced or worked directly in confronting various hate speech issues within their national contexts. The slogan “Nothing About Us Without Us!” was a leading principle to communicate the idea that no policy and practise should be decided by any representative without the full and direct participation of members of the group’s affected by that policy and practice. In the core of all work in this project was to allow the often silenced and oppressed voices to be in core of all activities and development of content during the project. In total more than 500 youth workers were trained during the project on national level coming from more than 100 different youth work organisation or institution. The educational on-line Platform and educational tools and Practise Manual have been very well recieved by the target group and is used by youth workers in all partner countries as well as reaching out youth workers outside the partnership.

“Borderline BoardGames Legacy” is a project of 16 months, joining 8 different partners from 7 countries (BE, ES, HR, IT, LT, FR, PT) aiming at creating a value-based Board game, an inclusive Guideline script, teaser card game and tutorial video support, for placing values/attitudes back active on the foreground of youth field and turning existing educational exercises more inclusive. This aims to increase social inclusion of young people, underlying European values e.g. promote diversity, values of freedom, tolerance and respect of human, social and economic rights. It aims to equip young people/youth workers with how to stand up for Values in a constructive way, hereby tackling also media literacy as part of this understanding and action planning.Priority is the need we experience of an increasing polarisation and intolerance towards many minority groups in our different European realities. Wishing to react to this in a constructive and positive manner, we found ourselves without effective educational tools to do so. Therefore, we wish to develop these new IO and send a powerful/effective message that we can make a change towards the future in all our immediate realities, and other levels (regional/national/international).Objectives:a) The creation of an educational board game on values/attitudes for young people/youth workers: translating, raising a conscious awareness, provoking reflection and giving concrete suggestions for actions. This as much inclusive as possible to different minority groups (e.g. Daltonism, gender, refugees, immigrants, wheelchair, etc). In 8 different languages and tested by min. 700 people, of which min. 250 with fewer opportunities.b) Documenting our guidelines to turn existing exercises more inclusive (in 8 different languages).c) Deepening the partnership/cooperation within the consortiumd) Increasing the visibility, translation and importance of ‘values’ as a contributing factor towards a better living together.Main target groups:1) young people at local and international level, schools, NEET and other inclusion groups2) Youth workers/educators/teachers3) The overall youth field as suchConcretely, we will produce in 8 different languages: 2 sets per partner of the Values Board Game; 1 Facilitator Rule Guide (pdf format); 1 Inclusive Tools Guide (pdf); 20 sets per partner of the Value Card decks, 1 Video Trailer in English (subtitles in the other languages) and 1 Website in English.We also aim to:- develop the competences and experience gained by participants e.g. game development, project management, digital communication tools, values in educational environment, facilitating game-based learning experiences.- Increase of awareness of values and its importance at EU, community, organisational and personal level.- Increase visibility and educational recognition of involved organisations- Promotion of the added value of non-formal education (in educational and private sectors).- Raise the awareness on the impact of personal and societal values in/on the life of young people, youth workers and the community.We see impact on:SHORT TERM: each involved partners re-discovers, debates and re-defines the values and how we actually translate those into concrete actions in our daily work/life; questioning the coherence of all involved (theory versus practice) as educator and citizen, leading to a more conscious building/creation of ourselves as possible role models towards young people, colleagues and the communities where we act; we also aim for the same effect with associated partners and involved testing groups.MEDIUM LONG TERM: a same wave of ‘micro’ changes in other countries, supported by the coming Value Fair in Greece, TCA 2019. Young people -supported by youth workers- questioning the use of ‘values’ in the media and to correct through social action when needed (e.g. abuse of values in campaigning).LONG TERM: young people and youth workers have more competences in reflecting, underlining, adjusting their action and being aware of their values and the effect on society.During the 16 months project, 2 Transnational Meetings are planned, besides the use of different online tools as Skype, Messenger, Google Docs, email. The associated partners (a growing list) will be actively involved in the testing, dissemination and use of the IO.The IO will be produced at local level within a community project, contributing to the sustainability and employability in that rural context.This consortium is composed of organisations which have successfully cooperated before and tasks have been divided according to the strengths of each one, capitalising on the existing competences.

Learning Map was a long term project implemented by 4 partners from different backgrounds and countries. Ha Moment from Portugal, dedicated to non-formal education for adults. Badgecraft from Lithuania, a technical partner dedicated to the use and accessibility of Open digital Badges as a tool for recognition of competences. UPB from Germany, an university that also works with adult education and VET schools. Pina from Slovenia, expert in communication and media development, and also working with Adult Education.Education is evolving constantly and the organizations and staff working on that field need to develop competences and methods to keep track of this evolution. The lifelong learning is an important part of that process and needs to be empowered and become attractive for the learners.Adult Education is an important part of the lifelong learning, in complement of other fields of education and youth. The European Commission traced some priorities and conducted research which intends to lead improvement and effectiveness of all policies and provision, and so a report was done stating the following:“Despite these potential benefits, the EU is far from attaining its benchmark of 15% adult participation in learning by 2020. Indeed, there are major challenges to be confronted. At European level, challenges are:· Significantly increasing rates of adult participation in learning, especially for economically inactive, unemployed, older and less skilled adults;· Substantially reducing the number of adults who have only a lower secondary qualification. With this project we worked towards and contributed as organizations to meet the benchmarks and priorities delimited by EU, by creating and developing a tool which tracks the learning process in all educational fields and provides a better way to present training offers and what the learners can gain with it.The objectives of the project were:- To create and develop a Learning Map a web tool and adult education method to map, track, monitor, evaluate and recognize the learning and competences of adult learners and lately to adult educators and educational staff . The features of this tool will include be as described in Output 1:- To contribute to the development of the quality of support systems and the capabilities of adult educators.- To increase the motivation of adult education providers to train and develop themselves by investing in their own learning;- To foster the cooperation between different entities from 4 European countries, representing different sectors: university, NGO’s, company.- To introduce new approaches to adult education programmes and strengthen cooperation on how to help educational providers to be more sustainable, and better able to serve the learners needs. -To foster the use of ICT tools in adult educationDuring the project we had 3 transnational meetings, created and developed 4 intellectual outputs (Learning Map, Methodological Guidelines, Promotional Videos, Research Documentation), and implemented local activities and research.Besides the work of each partner individually we will reached a wider public with the website, the promotional material and different events and activities.The impact obtained cross with the ones for participants, organizations, target public and other stakeholders. We achieved:a) Improved assessment and validation of competences and learning outcomes,b) Increased synergies and links between the different sectors of education and training and business, c) Increased use of learning outcomes when describing and defining qualifications, parts of qualifications and curricula, in support to teaching and learning and in assessment;d) Increase of motivation towards the use of ICTs and open educational resources (OER) in education and training systems;e) Reinforced interaction between practise, research and policy, using all intellectual outputs of the project. f) Open access to all the results of the project with the plan to keep developing further adapting it according to the needs, comments and suggestions provided by educators and learners. At long term we hope that this project can contribute for improving the Adult Education and other fields of education with a new method and tool to present and recognize learning paths and competences acquired. We expect with that to help not only educators, but also organizations and learners, since they already showed interested and started using the tools developed.

CONTEXTThis project is born from the perception - shared by the partners in this project - that youth work must constantly adapt itself to reach the needs of young people. This means that youth workers also need to learn how to develop vibrant, engaging and meaningful non-formal learning activities that are adapted to these needs and preferences, in order to reach young people. At European level, this need has been acknowledged by the Council conclusions on the quality of youth work (2013) that clearly state the aim to “ensure that youth work is relevant and responsive to both the interests and needs of young people”.Learning Experience Design (LXD) is the process of creating meaningful learning experiences, where the learner is at the core of the journey and the path is defined by learning goals. Niels Floor, a renowned designer, developed the concept initially, in 2007, while striving to apply design principles to the development of learning experiences. During the last years, the field of LXD has grown and developed both in theories and in practices, while designers and educators around the world, look for ways to develop optimal learning environments that are both engaging and effective. The purpose of this project is to explore and develop further the applications of LXD in European Youth Work and in Education at large.OBJECTIVESThe main goal is: to explore and develop further the applications of LXD in European Youth Work and in Education at large.Other objectives:1 - To develop intellectual outputs on the area of LXD in youth and education. A research, a Manual and a Trainers Pool2 - To share good practices of innovative learning methods that are used in higher education and youth field, in different countries3 - Raise the competences of youth workers and educators on learning methods4 - Strengthen the cooperation between the youth and educational sectorPARTICIPANTSWe will have 20 participants in total on the transnational meetings. They will be project managers, youth workers and educators. For the training courses we count with a total of 20 participants (including trainers) for each training, from the 3 participating countries. Their profile are youth workers and educators.DESCRIPTION OF ACTIVITIESThis project has the following activities: 3 transnational meetings:First in Barcelona, Spain in November 2019, to kick off the project, concretise our milestones and coordinate the timeline of our tasks. Second in Narvik, Norway, in September 2020 to evaluate and go through the results of the IO1 and work on the development of IO2. Third meeting in Vila da Marmeleira, Portugal in May 2021 to evaluate the project and its outputs and plan the dissemination events.Intellectual Outputs:- Development of an action research on learning environments; development of a Manual with methods of Learning Experience Design for youth work and education; creation of a Pool of LXD trainers and training modules of Learning Experience Design.Two training activities:First in Barcelona, Spain, in April 2020. This training is for youth workers and educators, where the training curriculum will be tested and implemented, so the participants can after test it at local level; Second in Lisbon, Portugal, in January 2021. This training is for youth workers, educators and youth trainers, it will be a Training of Trainers focused on fine-tuning the LXD material created and to enhance the Pool of LXD trainers.One multiplier event by each partner, to present the results and outputs of the project.Project management: online meetings, reports, evaluations, monitoring, visibility and dissemination.METHODOLOGY- For the development of the outputs we will use Design Thinking aproach, where there’s a stage of identifying the needs, brainstorming, prototyping, and gathering feedback.- Project Management: ICT tools and regular communication, using Slack and MeisterTask as main tools.RESULTS, IMPACT AND LONGER TERM BENEFITS- The main results will be the three intellectual outputs- Other results and impact are connected with the strenghten of the cooperation of all partners, crosssectoral work and sinergies exchange, increase of competences of the staff of the partners.- Long term benefits are the continuous cooperation of all partners from different sectors and countries, the use of different methodologies in education and youth, the increase of using Learning Experience Design in different educational environments such as youth centres, university classes, campus, schools.