<< Objectives >>Objective 1 is to help youths get more proficient at expressing themselves and sharing values through improving their writing ability. This also improves their job prospects, increasing the kinds and scope of jobs they can get, as well as giving them an activity they can use in their downtime. This project also has the objective of giving youths experience working with groups on a global level who have cultures and primary languages different than their own.<< Implementation >>We will have a group of youths assist in preparing a series of workshops that train creative writing skills. Two in person events are planned plus online cooperative sessions. The focus will be on writing interactive stories for solo play game book, as this topic interests youths. We will also run the series of workshops online for at least 30 youths and we will embed a presentation of their results in local game conventions to which all participants will be invited.<< Results >>Measurable results will be an increase in the participants’ skills, including writing, structuring and presentation. High quality training materials for youth workers will become available that can be used online and offline to help youths acquire essential skills. We expect at least 25 youths to finish the entire course series and end up with a course certificate which can be used in job applications. The experience strengthen the partners' ability to teach youths online as well.

The SUCCESS project is a strategic partnership born with the aim of transferring tools and skills to Youth workers and young people, for the collaborative creation of sustainable projects, promoting entrepreneurship and social inclusion in local communities and among young people.Our consortium has identified the obstacles encountered when creating a new project, causing it to fail: lack of trust, appropriate tools and methodologies for creating projects are the main causes detected.The result of the identification of these needs, added to the experience of the Spanish partner on this methodology, showed us how the Dragon Dreaming approach can be well combined with this type of needs.The result of the identification of these needs, added to the experience of the Spanish partner on this methodology, showed us how the Dragon Dreaming approach can be well combined with this type of needs. In fact it is a holistic system, based on: a) Dreaming or having visions b) Plan c) Do d) Celebrate and analyzeSince young people usually dream a lot but have difficulty in shaping their ideas, we decided to adopt this method and test it on them and on the organizations that deal with them. MAIN OBJECTIVES: 1) Share best practices in entrepreneurship, motivation and inclusion and implement them in the Dragon Dreaming methodology 2) Provide a Dragon Dreaming course for Youth workers and young people in our communities. 3) Transfer the Dragon Dreaming Methodology to Erasmus Plus projects in European countries

<< Objectives >>The participants of 'Planting Our Future' organize and carry out a sustainable reforestation campaign on the Maltese island of Gozo. In an online course the participants learn about environment protection, sustainability as well as organisation and implementation of a reforestation campaign. By realizing the project themselves from planning to planting in Gozo, the participants learn relevant professional skills (teamwork, organisation, language, communication etc.) and experience self-efficacy.<< Implementation >>'Planting Our Future' consists of two activities. In an online course, young people are developing the basics for a successful reforestation campaign by learning basics in the fields of biology and geography, esp. climate protection and sustainability, as well as professional organisation and marketing.The second practical activity is a professional reforestation campaign, from the organization and logistics of the seedlings to actual planting and aftercare to media support and distribution.<< Results >>'Planting Our Future' conveys to its participants relevant professional and personal further qualification, networking between participants and beyond, intercultural exchange, improvement of the English language, encouragement to more initiative and teamwork and simply hope in the face of current multiple crises. In addition, a new forest is being created on the island of Gozo, which will generate further positive effects for the people in the region (tourism, follow-up projects, etc.).

"According to UNESCO, Covid-19 crisis it’s the biggest disruption of educational systems in the history. On 30th September 2020, around 1.077 billion learners has been affected by school closures. School at distance impacted also on reduced psychological support and determined psychological negative effects, as demonstrated by scientific research, a needs analysis performed by IIAPHS among 4471 tests and demonstrated increased levels of anxiety, psychological distress, and sleep disorders, and a research study performed by Istituto Piepoli and commissioned by the Italian Order of Psychologists that found that the 73% of the respondents requested more presence of psychologists in the educational system in order to support students. The Covid-19 crisis forced also psychologists to offer a support at distance. Anyhow, this found both psychologists and beneficiares unprepared because:- in the vast majority of cases psychological consultancy is offered in presence- before Covid-19 psychological orders had constrasting positions about the performance of online consultancy, publishing guidelines at support in some cases or also discouraging this method- we analyzed the Unviersity Bachelor and Masters Degrees in the Psychology offered by the Universities of the participating countries. The application of online consultancy is not a topic of all the analzed degrees, showing that specific coompetences in this field are not offered. Also curricula about school psychology are not present in common Bachelor's Degress in the analyzed countries- there is not a validated profile of competences for school psychology in Europe. The lack of definition of rules, responsibilities and reporting measures of effectiveness lead to several obstacles in the delivery of psychological services at schoolsRequirement to access the profession vary across EU in terms of needs for a specific degree, may include voluntary subscriptions to association or a public examination to be included in Orders. Some states (Romania) has also a specific register for School Psychologists, in all other cases it's not clear the requirements and conditions to determine if a psychologist has competences to work in the school education system. More specifically, in Europe there is no agreement on the functions of psychologists in school, despite several factors suggests that psychologists can be supportive in the school educational systemAccording to this needs analys, we designed the project ""The Worldwide School Psychological Support in the Post-Covid Era"" in order to encourage the school education system in the promotion of psychological support services for school students and teachers. The project includes 3 innovative intellectual outputs translated in 8 languages O1. EU Model of Competences of the School Psychologist. 200 pages document designed to determine competences, roles, responsibility, and guidelines for the measurement of the psychological impact of the profession, explained according to ECVET terminology and EQF qualificationO2. The Worldwide Network of E-Schools Psychologists. An online platform including 400 minutes of video-lectures for the training of school psychologists and a network of school psychologists for the performance of projects and activities of online psychological support across EuropeO3. The Policy Recommendations for the School Psychology. A 80 pages document including policy recommendation and transnational analysis of existing policies for the inclusion of psychologists at school and performance of support actions toward students, families and teachers.The target groups of our project are: school psychologists, school teachers, school students, school directors, policy makers.The project include 4 transnational project meetings, 1 international multiplier event with (44 participants, 30 local and 14 foreign), and Impact Study including number of participants (500 for O1, at least 200 for O2 participating at piloting stage and 200 for O3 participating at evaluation of policy measures). Sustainability plan ensure the mantainance of all project's results and their exploitation after the end of the project."

Farming sector employs 22 million people in EU, being a main employer in consortium countries such as Bulgaria (20%) or Greece (11%), with 9 on every 10 people working alone (farm holder) or with the family. In 2018, 60% of farm managers on the EU's 10.5 million holdings were older than 55 years. Only about 10% farm managers were below 40 years old, and these farmers have some agricultural training, while only 3% of farmers older than 65 year olds have any training.In EU, 70% of farm managers only have practical experience, less than 10% have full agricultural training, and the rest (22%) have basic agricultural training. Skills are mainly acquired through transference of experience from senior farmers into family members.PROJECT OBJECTIVE is to improve the training attractiveness of the agroecology VET, providing teachers with tools with capacity to attract farmers to higher levels of education, and also recover silver knowledge which can be otherwise lost. Agrosilver Value is a mix of PARTNERS coming from countries with different profiles of training, and different profiles of farmers:-Chambre of Agriculture Lot-et-Garonne (FR) is a leading region in agriculture, with younger and more formally-trained farmers than the EU average. -Ekologykm (BG) is a SME experienced in VET for ecology, sustainable agriculture and innovation. Similar activities to Mediterranean Agronomic Institute of Chania (EL). -FundeuTAD (ES) is a SME experienced in VET, data processing and video processing.-Gozo Ministry (MT) and Extremadura Government (ES) participates with the corresponding department of agriculture training.-INPLA (ET) is a SME expert in impact monitoring and quality evaluation.ACTIVITIES. In order to achieve the objectives, and deliver the results, the project includes 8 Group of Tasks: -4 transversal (coordination, quality control, monitoring, dissemination).-GT2 for preparation-GT3, GT4 and GT5 as core developers of outputs.GT3 DATA PLATFORM (M1 to M9) Where consortium will carry out the video recording of practices and knowledge, both from famers (silver especially) and teachers, with a following process of data structuring and indexing into the data-platform.GT4 SILVERKNOWS SOFTWARE (M2 to M16) Where the SilverKnows Software is developed, and all the videos processed into a data mine.GT5 RECOGNITION TOOL, LEARNING UNITS AND PILOT COURSES (M16 to M30)Where the consortium generates learning units and creates a pilot course for teachers. Partners will also promote recognition methodology and generate software manuals and users documents.The final results to be achieved for the project are linked to the project objectives and the activities:-Result 1. To introduce opportunities for the initial and continuous professional development of agricultural VET teachers.-Result 2. Making agricultural training more attractive.-Result 3. Accelerating the share of knowledge among agricultural VET teachers.-Result 4. The increase on the use of digital technologies among agricultural VET teachers.-Result 5. To increase the recovery of farmers to the formal teaching.-Result 6. Ameliorate the role that the education has in the fight against the global warming.The main intellectual outputs assuring the mentioned results are:-INTELLECTUAL RESULT/OUTPUT 1. DATA PLATFORMCompilation of videos related to agroecology, based on the real experiences and testimonies of farmers and teachers (more than 120 videos and 1000 minutes).-INTELLECTUAL RESULT/OUTPUT 2. SILVERKNOWS SOFTWARESilverKnows reads the contents of the videos, converting the audio into encoded information, in any of the country languages, allowing users (teachers) to search for specific content, based on multiple filters and key information, in order to obtain customized reports on the training content available. -INTELLECTUAL RESULT/OUTPUT 3. LEARNING UNITS AND SOFTWARE TUTORIALSIn order to test and obtain feedback on the usability of the software, one online pilot course will be prepared.-INTELLECTUAL RESULT/OUTPUT 4. RECOGNITION METHODOLOGYTo validate agroecology knowledge of farmers, based on video recording, which will be processed by the software.QUANTITATIVE IMPACTS INDICATORS> 170 project participants with increased skills thanks to direct project actions> 50 organizations with increased skills thanks to direct involvement in technical project activities> 500 participants in project actionsQUALITATIVE IMPACTS INDICATORS1.000 minutes of videos (120 videos) produced by partners and 100 new minutes every year by external users.100 new users will register every year5 farmers using the recognition methodology and reincorporated to VET system. 40 teachers improving their teaching contents and methods> 500 sessions per year in the software> 500 visualizations or video downloads > 300 downloads of the contents> 5 media appearances /year and > 30 news appearing in websites.> 1.000 site visits/year.