<< Objectives >>Russia's invasion of Ukraine placed Europe and European youth, youth work, peace and security suddenly into a completely new context. The NewGen project will work towards reducing militarization, tensions and prejudices by supporting youth and youth workers and crease their capacity to cultivate acceptance and understanding, and act in the spirit of non-violent resistance and respond to the social tensions, bias and discrimination triggered everywhere by the war.<< Implementation >>We will have two 18 months educational processes with both of them having 30 young activists and youth workers as participants. Both processes will include 3 residential training and on-going mentoring, peer learning and support process. We will have also national dissemination component in all partner countries, an on-line story that gathers the narratives and actions of peace of the participants and a final dissemination event gathering 150 practitioners in Berlin at the end of the project.<< Results >>List of concrete results: 1. Network of youth and youth workers working together towards peace and fostering dialogue, 2. 30 young activists/ youth workers have gained competence on conflict analysis, dialogue and other social responses, and how to create and share narratives of peace and non-violent actions 3. Inspirational story of non-violent social response with practical tools on how we can work towards shared goals and peaceful and sustainable future in an situation where war is a reality

In this project six youth organisations, all working on peace education, have worked together to research monitoring, evaluation and learning (MEL) practices and created an on and offline guide (guidelines) for youth organisations to embed MEL within their structures and processes. The partner organisations are the United Network of Young Peacebuilders (UNOY) based in the Netherlands and five members of the UNOY European network: EIF (Germany), CEIPES (Italy), PATRIR (Romania), SCI (Belgium) and FCV (Spain).The over-all objective of the project is to strengthen the capacities of youth organizations working on peace education in the areas of strategic development and organizational management in order to foster quality improvements in youth work in general, and youth peace education in particular and to promote young people's active citizenship at European level in accordance to the EU Youth Strategy 2010 – 2018.The specific objectives of the project are:1. To enhance the capacities of the partner organizations for strategic development by strengthening their monitoring, evaluation and learning processes;2. To gain in-depth understanding of European youth organization’s need for and use of monitoring, evaluation and learning processes;3. To develop functional guidelines for monitoring, evaluation and learning processes for youth organizations;During the project, a research team composed of one person from each organisation as well as an external lead researcher have carried out organisational assessments of all the partners. The assessments have been used to create a Research Report on Monitoring, Evaluation and Learning in Six European Youth Organizations. The research report has been disseminated through the Young Peacebuilders Forum, an international multiplier event taking place in the Hague in October 2015.On the basis of the research report, the organisational assessments, as well as the outcomes of discussions during the Young Peacebuilders Forum and within the research team, each partner has created an action plans for implementing stronger MEL processes within their own organisations. The research team has compiled guidelines ( also refered to as an online guide) on Monitoring, Evaluation and Learning for Youth Organizations. These guidelines has been disseminated widely, in particular to through multiplier events at the national level organised by five of the partner organisations.The result of the project will be increased quality in youth work carried out by youth-led organisations across Europe, through stronger MEL processes which enable the organisations to take a more strategic approach to their non-formal education activities.

Global and European educational commitments manifest in many ways – differently and even inconsistently – in national education policies, national and local curricula, teacher education, and student assessment. What is common, however, are the high expectations towards the work of educational professionals, especially teachers and leaders/principals. Their role in in the ambition to improve quality, in making education more socially just, in advancing equality, learning, and in thinking about and building the future, has been highlighted by international, regional and national educational agencies and stakeholders for long, and addressed persistently in the academia. For instance, educational researchers have stated that teachers and leaders/principals are, among other potential “public-good professionals”, in salient position in advancing societal development. Researchers have also discussed about the recognition of teaching as moral and intellectual practice, which impacts the way teachers conduct their work in the classroom, and about teachers’ engagement in critical reflection on vales, humanity, and aspirations. At the same time, global educational community has raised a concern that there is a real risk to overstate the potential of schools and educational professional to impact broad social transformation.Consequently, it is somewhat easy to agree with the statement that “educational professionals matter”. From the GloBe priorities and key topics point of view, the question remains: how?Bearing in mind this massive list of roles and responsibilities of teachers, let alone leaders/principals, who are presumed to lead pedagogical processes, and acknowledging the justified concern by the educational community, we still wish to comprehend schools as forefronts of establishment of solid and shared value-basis, and advancement of social participation and civic engagement. But this prerequisites people who are equipped with meaningful key competences, which for us comprises of dialogical and participatory professional capabilities, global citizenship education, and common sustainable future agenda. Drawing from the whole-school approach, we wish to amplify competences of both working and learning community. Our assumption is that this is of critical importance in the advancement of human well-being and pursuit of social inclusion within and beyond schools.Th Global Learning for Sense of Belonging (Globe) is a 36 month long international innovative project that aims to advance human well-being and social inclusion within and beyond school environments by enriching the sense of belonging of school leaders, teachersand students alike. To reach the aim, the objectives of GloBe are to: 1) deepen and broaden the scope of day-to-day work of school principals towards pedagogical and shared leadership 2) enhance novice teachers’ shared and co-teaching professional capabilities to cross disciplinary and grade-level boundaries in schools, and 3) introduce new to “sustainable future” learning modules to actively engage students.GloBe project comprises sets of training activities, outputs, and outcomes, which are closely inter-related and support each other throughout the project cycle and development process. Thematically trainings and intellectual outcomes will focus on following themes: Pedagogical Leaderships, Shared Leadership, Co-teaching; Global Citizenship Education; and Agenda 2030 and Sustainable Development Goals. The project will intertwine the development of professional competences and global issues pedagogy, and in doing so, create new kind of future professional capabilities and identities. GloBe comprises of three identical courses/groups, which all include five core training activities. For each training, we will select one leader/principal and two teachers (3 professionals) from the same school to create local teams (2 schools) to support each other in each partner country. In total we will train 54 professionals, 18 from each country in one semester long learning process. The first and the last training are intensive residential international seminars, whereas the second and fourth take place in local schools in each three partner countries. Third training is a webinar. Through the activities that take place in local schools, we will reach indirectly a great number of educational professionals and most importantly, hundreds of students.. There are two kind of organisations in the consortium from 3 different countries: civil-society organisation and higher education institutes, which each has extensive experience in their areas of expertise and about working in close cooperation with schools, teachers and leaders/principals. Consequently, there is strong common understanding of the key concepts, realities of schools as operational environment and basic values as well as strong will to learn from each other and work together towards the jointl

RED-SPINEL stands for 'Respond to Emerging Dissensus: SuPranational Instruments and Norms of European democracy'. It is an interdisciplinary and intersectoral Research and Innovation Action bringing together 11 partner organisations from 8 European countries. It will jointly analyse the changing nature of dissensus surrounding liberal democracy and its implications for EU supranational policy instruments. RED-SPINEL will unpack the inter-connected drivers of contemporary dissensus surrounding liberal democracy. Its findings will be rooted in theoretical innovation and original empirical analyses. Its concept-building effort centered on the notion of 'dissensus' will explore how contemporary dissensus surrounding liberal democracy differs from previous debates and which more fundamental questions it raises about future democratic practices and the rule of law. Ultimately, RED-SPINEL will provide a typology of said dissensus, map the principal actors of the dissensus in Europe and unpack its two underlying drivers - i.e., heightened internal contestation over liberal democracy and external competition from alternative illiberal models. Empirically, RED-SPINEL will focus on the key policy instruments and legal mechanisms shaping the EU's efforts in support of democracy and the rule of law. The studied instruments include the EU rule of law toolbox, the neighborhood and accession instruments, the European semester, fundamental rights and judicial instruments, as well as citizen participation platforms. Furthermore, through a series of stakeholder events, RED-SPINEL will flesh out the implications of its findings for public policy stakeholders (i.e. legal professionals, policymakers, European youth) as well as EU instruments aimed at responding to said dissensus. The project will develop a range of scientifically informed policy recommendations and capacity-building efforts able to foster innovative democratic practices able to respond to the present-day dissensus.

Political conflicts have long since gone beyond national borders and peace building has become central to the self-conception of the European Union as a foreign policy actor. Current challenges in Conflict Prevention and Peace Building (CPPB) trainings are that many programmes on offer are both too general/narrow, they are not applicable enough, weak on concrete skills enlargement and moreover training alone is not sufficient. Overcoming these challenges requires novel CPPB training curricula and linked activities. PeaceTraining.eu aims to analyse these issues with strong involvement of all relevant stakeholders to take into account current practices and provide new training methods for CPPB personnel. In order to meet these challenges and to investigate this complex field of research a multidimensional modeling approach is used. The resulting, proprietary PeaceTraining.eu Cube Model describes curricula structures including stakeholders, new methods, course structures, techniques as well as further aspects, e-approaches, tools and entities. The PeaceTraining.eu Web Platform (www.peacetraining.eu) features a knowledge base, stakeholder maps, expert navigators, infographics, best practice libraries, and digital guidebooks to strengthen the information transfer among all project developments and future implementations. Additional Training Curricula Setup Utilities and Search Tools four training centres and trainers are provided through the project. Thus, PeaceTraining.eu increases awareness on the topic and also attracts secondary target groups including training course provider, educational institutions and trainers because of its sustainable strategy with long-term mobilisation and engagement activities including an International PeaceTraining.eu Symposium. On a European scale, PeaceTraining.eu will deliver new CPPB training methods and curricula and serve as a one-stop resource to increase efficiency and reduce costs.