The idea of the project has been in our mind for awhile. But only now we, the Youth Association from Transylvania found the right partners to implement our concept from Spain, Portugal and Romania, cooperating on local level with the local government and the school.The special power of this 2 year- long Strategic Partnership for School Education, is the local and international cooperation of 1-1-1 secondary school, NGO and the local government. We believe the unused potential of the cross-sectoral cooperations, and the involvement of the local authorities help us increase even more the quality work in terms of research and dissemination activities. In this project we want to tackle the challenges that parents and teachers have to face with in the every days. Due to the high intensity of social media usage among the youngsters false self-images are created in their heads about how they should look like, how they should act, what they should say, and how they should behave with their surroundings. We observe this unreal identity crises at our schools and our local community as well. The deformation of ones self-image easily leads to depression, and bullying.The innovative solution what this cooperation offers, is to train the teachers and parents how to realize the false images, and its destructive nature. The training focuses on emotional management at the schools as well as at home. We believe that emotional management can be the key to the success of reducing digital bullying, false need to belong, peer pressure, lack of confidence and depression.Internet studies show that: „Emotions are not consciously controlled. The part of the brain that deals with emotions is the limbic system. It’s thought that this part of the brain evolved fairly early on in human history, making it quite primitive. This explains why an emotional response is often quite straightforward, but very powerful: you want to cry, or run away, or shout. It’s because these responses are based around the need to survive. Emotions are strongly linked to memory and experience. If something bad has previously happened to you, your emotional response to the same stimulus is likely to be strong. Understanding this link to memory and values gives you the key to managing your emotional response. Your emotional responses don’t necessarily have much to do with the current situation, or to reason, but you can overcome them with reason and by being aware of your reactions.”The implementation of the project will be done in in 3 major phases:. 1) The NGOs with extra support from school psychologist will train the teachers and pedagogics how to recognize the problems of the students, how to use emotional management and treat the issues. During this training, school management will learn how to make the new colleagues adopt the successful method to their daily work. The host of this activity will be the Spanish NGO, as emotional management is their field of expertise.2) While the training place, the local government does a wide and deeper research on national and international level on the social media dependency, cross reference with the school problems and do a compared study on the participating countries. The baseline of the research is the needs analysis made before applying to this project. After the training, the participants have to share their knowledge with their colleagues and all who participate in the complete project has to implement the learnt methods into their everyday work. This process will be assisted by the NGOs, yet the major leader of the implementation will be the school.As one of the final intellectual outputs of the project we make a guidebook of the used methodology and the results of its implementation. Thus everyone else who shows interests in such solution could freely access to our results.The project will be disseminated nationally and internationally as well. 3) The job shadowing events are key elements of the project, as these are the opportunities for the participating teachers to see in action all the methods they learnt during the training. They can experience how their International colleagues use the emotional management tools in the every day work.As we plan 3 events all in all, everyone has the chance to visit and see how the teachers work in the 2 other participating countries . Also we provide opportunities for better understanding by guest lecturing in the hosting schools.The results of the observation and the experience will be build in the local knowledge sharing and the dissemination .

<< Objectives >>Main objective: improve the competencies of municipality staff to deliver purposeful learning opportunities for adult learners.Specific objectives:(i) development of an innovative teaching method for adult education, exploiting digital technologies and fostering civic engagement with city missions, and (ii) knowledge transfer between the partners of the project, enhancing their capacity to deliver high quality and flexible learning opportunities for adults, fostering a forward-looking mindset.<< Implementation >>An innovative mission-oriented toolkit for local authorities staff that are involved in adult education activities will be developed. The tools will be co-created and piloted in a series of transnational workshops, including foresight, collaborative planning and project design activities. Stakeholder mobilization activities will kick-start the implementation. Smart and carbon-neutral cities will serve as the guiding missions for the capstone projects that will be developed with participants.<< Results >>Main results are: (i) an innovative mission-oriented toolkit for adult learning initiatives, available as an open-source digital resource, (ii) enhanced competences of municipal staff involved in adult education to foster a committed forward-looking mindset, and (iii) intensified transnational collaboration between the partners, facilitating knowledge transfer. Increased awareness of the potential role of municipalities as forward-looking learning centres is an expected long-term benefit.

“SEAM: Social Education of Adults through Mobility” is a 2-year strategic partnership at international level funded by the Erasmus+ programme of the European Commision, that aims to join together organisations from Italy, Bulgaria, Latvia, Portugal, Slovenia, Czech Republic and Spain in order to work together and exchange good practices related to social inclusion of adults and the acquisition of new cultural and/or language skills through formal and non formal education methodologies. During the project implementation, partner organisations from the mentioned countries will run together different activities such as:- Coordination meetings on the project partner countries in order to get to know the best practices and local projects related with adults intercultural and/or social education- Design, creation, test and publication of different manuals for organisations managing local projects for adults and toolkits for sending and hosting adults from other countries through cooperation or volunteering projects- International learning activities such as trainings for adult educators- Transnational activities for adult learners to promote their mobility as a learning tool- Local activities for learners and trainers working on the adult field focused on testing new learning materials and developing innovative ones- Visibility events on each partner country to disseminate the project resultsThanks to these activities and a regular cooperation between adults educators and users over 50 years old during all these activities, the project intends to promote the cooperation between European organisations on the field of non formal and formal adult education, that could make possible the creation of a network of partners for the development of mobility projects for adults, that could also help to promote the entrepreneurship and initiative of adults and involve them on peer education projects. All of this will not only benefit these adults, but also all the staff in connection with them that will have the opportunity of improving their professionals skills and provide higher quality support services to the regular users of their organisations.

O projeto “TRY: non formal learning approaches and self-management practices” foi uma Parceria Estratégica (KA2) do Erasmus+ coordenada pelo Aventura Marão Clube (AMC), uma associação local de Amarante criada em 1993 que de certa forma lidera iniciativas de Educação Não Formal (ENF) na região e que detêm muita experiência no trabalho com jovens, sobretudo nas áreas da mobilidade e participação internacionais. Esta parceria juntou 9 parceiros de 3 países programa – Portugal, Roménia e Polónia – todos ligados (direta ou indiretamente) à educação e formação vocacional e decorreu de outubro 2017 até dezembro de 2020 (39 meses). Envolveu cerca de 300 participantes distribuídos de forma equilibrada entre origem e género (dos quais 141 com menos oportunidades), sobretudo estudantes VET, mas também professores, diretores de escola, autoridades públicas, formadores e staff dos parceiros. Todos os parceiros e participantes estarão envolvidos na organização de atividades que decorrerão de modo equilibrado em Amarante (Portugal), Cristuru Secuiesc (Roménia) e Kielce (Polónia). O projeto TRY criou diversas sinergias entre os diferentes setores da educação, formação e juventude facilitando a educação e formação inclusiva pela introdução de metodologias de ENF nas instituições de educação vocacional (VET). Tem ainda como objetivo a introdução de princípios de gestão sustentável nas VET de modo a diminuir a sua dependência pública e, ao mesmo tempo, oferecer aos seus alunos uma experiência prática que lhes permitiu desenvolver capacidades técnicas e de gestão alinhadas com as necessidades e oportunidades existentes no mercado de trabalho. O projeto teve as seguintes atividades:- 3 reuniões transnacionais de projeto para apresentar, adaptar, acompanhar e avaliar os resultados do projeto e planear atividades de seguimento;- 3 mobilidades de aprendizagem/ensino/formação sobre metodologias de ENF e princípios de gestão sustentável nas instituições VET (para professores e alunos);- 5 Outputs Intelectuais (Estudo comparativo; Filme documentário; Desenvolvimento de websites nas VET; Material pedagógico sobre aplicação de metodologias ENF, Jogos com elementos de ENF);- 6 eventos multiplicadores para promoção e disseminação dos resultados e boas práticas do projeto).- Networking (com desenvolvimento da cooperação entre instituições e autoridades públicas a nível local e europeu.- Atividades locais (por ex.: Concurso de Empreendedorismo para alunos VET); Metodologias do projeto: diferentes métodos de pesquisa, sobretudo de participação-ação, ENF (simulações, mesas-redondas e trabalho em pequenos grupos, visitas de estudo, análise de casos de estudo, workshops, jogos, filmes, brainstorming, etc.), experiências (aprender fazendo, educação entre pares, campos de empreendedorismo) e tecnologias de informação e comunicação (TIC). Impacto e resultados esperados: - Métodos de ensino (aplicando metodologias de ENF) mais alinhados com as características biológicas e psicológicas e necessidades dos alunos que melhoraram o trabalho dos professores e trouxeram um aumento de motivação dos alunos e, consequentemente, uma maior presença nas aulas, uma redução das taxas de abandono escolar e melhores resultados escolares no final do ano;- Envolvimento dos estudantes em atividades de gestão sustentável das suas escolas que podem ter relevo e importância depois na vida real e assim melhorar as suas capacidades, aumentar a empregabilidade após escola e, assim, assegurar uma transição mais sustentada da escola para o mercado do trabalho;- O desenvolvimento do website do projeto e dos websites das instituições VET potenciando a utilização das TIC e melhorando a atratividade destas instituições junto da comunidade escolar e o acesso gratuito dos stakeholders aos resultados do projeto. Benefícios a longo prazo:- Como resultado da implementação das atividades os parceiros do projeto beneficiaram das competências adquiridas e associadas aos diferentes perfis profissionais (professores, formadores, diretores, etc.) bem como aumentaram a sua motivação e satisfação no dia-a-dia pelo facto de estarem envolvidos num projeto intersectorial e de cooperação transnacional;- O projeto abordou as questões do equilíbrio geográfico e pode melhorar as vidas das comunidades e jovens com menos oportunidades;- O projeto permitiu uma melhor compreensão das práticas, políticas e sistemas de educação e formação nos diferentes países e introduziu elementos inovadores que aumentam a qualidade do ensino nas instituições VET e a cooperação destas com o trabalho na área da juventude: combinando excelência de ensino e atratividade com aumento de oportunidades para todos, sobretudo aqueles com menos oportunidades.