"<< Objectives >>The aim of #beyondwalls project is to enable teachers and, through them, students to learn and use innovative pedagogical methods to acquire adaptable knowledge, develop collaboration and critical thinking skills, and extend their learning/teaching processes beyond the formal learning environment of the school, thus contributing to community building and social responsibility in the municipality or neighborhood.<< Implementation >>During the project, we will create an e-learning course where teachers can learn about the theoretical and practical background of action pedagogy, global education, and the pedagogical aspects of the Sustainable Development Goals. We will organise workshops and study tours. We encourage educators to support young people in activities beyond the school walls and create social impact in local or neighborhood communities.<< Results >>During the training, the teachers directly involved learn the basics of action pedagogy and then encourage students in their own environment to respond to a social or environmental issue they consider important. These ""actions"" are direct results of the project. In addition, complex training material (publications, workshops, lectures, e-learning curriculum) will be produced and made available to teachers for years after the project."

<< Objectives >>By implementing this project 65 rural heritage workers from RO will have their international cooperation, digital and green competences increased in order to make inclusive, sustainable, innovative use of the local heritage; 10 adult educators from RO and NL will have their competencies for engaging and innovative adult education increased; min. 70 rural cultural and community workers in RO will learn how their heritage can be an economic asset, a sustainability, inclusion and learning factor.<< Implementation >>We will implement a blended course for RO heritage workers based on a competence framework and curriculum designed for the purpose, including a training and study visit in NL. We will develop a Good Practices Compendium and 15 innovative local heritage projects, making use of free-source digital tools and apps. An Adult Educator's Guide will be developed for long-term sustainability and all the products will be shared on events, including a Regional Heritage Fair organised in RO.<< Results >>a. A Competence Framework for heritage workers;b. A blended course (online, on-site - training in NL - and follow-up phases), piloted with 15 heritage workers, min. 50 more will join the online course in 2 yrs;c. A good practice collection of sustainable, inclusive, resilient heritage projects;d. 15 replicable, green, multilingual activities, game packages and workshops implemented in 5 rural communities in RO;e. A practical guide for adult educators;f. An Innovative Regional Heritage Fair.

"Background: The YouthSports.com project is a strategic partnership action involving the Italian Cooperative Social Cooperative Società Borgorete, working with City of London Corporation in the United Kingdom, the Soros training institute in Romania, Cukurova University in Turkey.Following the road already undertaken with the Educo project (http://www.educoproject.eu), the goal is to stimulate young people between 18 and 30 years of entrepreneurial skills linked to the sport world to achieve a double result: To offer a more employment opportunity to young people and to foster the development of social skills. The so-called Sports Management combines with the most ethical concept of social enterprise, an activity the primary purpose of which is not to create profits, but to make more profitable the whole community.Youthsport.com intends to develop training materials and an assessment framework that combines sport management with social enterprise for young people aged 18 to 30 years. This report illustrates the initial research phase on the needs of the project. The social enterprise is in different stages of development in the partner countries. Italy and the UK have a well-established tradition and regulatory frameworks, while the social enterprise sector in Romania is re-emerging after communism and is still relatively small. In Turkey, while there are more than 3,000 private foundations that undertake social change programs and which play an active role in the creation of a democratic and civil society, the social enterprise sector is still in its early stages. Internationally operating social enterprises, such as Ashoka, have regional offices in partner countries, except in Romania.Objectives: The general objective of the project was to build entrepreneurship in young people interested in sport management. The project provided for this goal to be achieved through the creation of a training and certification course for young people (18-30 years) already involved in the world of sport, including the principles and values ​​of a community social enterprise:- to design the sports space as a space to promote and encourage social inclusion- adopt a holistic approach based on the athlete- Provide constant training to sports trainers on the basis of the EDUCO project (518616-LLP-1-2011-1-IT-GRUNDTVIG-GMP)- re-invest the profits in the community (eg by providing family services, etc.).The project's specific objectives were as follows:• Create a training package for the social management of sports organizations• Creating a European Certification (European Passport) based on a self-assessment framework• Creating an E-space as a sharing space used by training participants• Development of a Roadmap PaperPartner:Società Cooperativa Sociale Borgorete (IT); Cukurova University (Turkey); Spektrum fundation (Romania); City of London Corporation (United Kingdom) were partners in the project, bringing different skills and representing a part-nership of public-private-tertiary sector and academic world.Activities: The activities started with a needs analysis phase, which highlighted the innovative nature of the training proposed by the project, in particular ""While there are some postgraduate courses in the UK that address the themes of sustainability and social policy , We have found only one training program that explicitly unites the social enterprise with the development of sport and management, and this is aimed at entrepreneurs and is based in Melbourne, Australia. ""In the second phase, partners developed the training package and conducted training in each country. As a fundamental part of this training course, a five-day mobility was organized in Romania (October 2016), attended by over 50 young people from Italy, Romania, Turkey and the United Kingdom. The results of these pilotings were collected by partners to build the main products of the project: The Code of Conduct for a Social Sports Company (developed in consultation with young participants) and the Roadmap Paper.Results: The project's results were excellent: more than 50 young people trained in 4 countries in managing social sports. The feedback from the participants was very positive and emphasized the innovativeness and opportunities created for the realization of self-entrepreneurship.Long-term Benefits: The benefits that can be expected for the long term are the collaborations generated by the project and the projects born in the young participants. In Italy, two groups of young participants are pursuing two projects of a social sports enterprise."

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.

"In the last decades we have seen a transformation of our reality, each day more and more influenced and linked to the digital world. No one doubts that we are experiencing a profound change that, supported by new technologies in a massive way, offers us great opportunities and challenges. We could say that mobile devices and the internet have been the two key elements that - as the printing appearance caused, or later other mass media, such as radio or television - reaches absolutely all the spheres of our lives: communication, information, entertainment, commerce, the provision of education, health and government services, and the production systems themselves. These elements not only provide new tools, but influence our position in the world, in our role as citizens. As the Coalition for Digital Skills and Job Coalition recently pointed out, one of the most pressing priorities that stands out at the EU level is the need to develop Digital Competencies for all, that is ""to develop the digital skills to ensure that all citizens are active in our digital society."" The project aims to contribute to the provision of competences of digital citizenship in adults, understood as “The ability to use digital technology and media in safe, responsible and effective ways”. But also to contribute to: - Increasing awareness among the adult audience on the current meaning of Citizenship and Digital Citizenship. - Empowering adult population to actively participate in the Digital Society. - Reducing the digital divide and improvement of digital inclusion levels for adults.Active participation of the target groups (adults and their trainers) in various phases and activities allowed the development of the two main products. In total, 42 professionals working in adult education, and 84 adult people participated in the design, validation and testing of the project's products, being 50 the number of participants in the national events organized by all partners.This participation was a key factor to test and adopt improvements to the final products, which include:- A training itinerary that, based on the European DIGCOMP framework, allows any interested entity or professional to design their own actions for the training of digital citizens.- A training course in Digital Competencies for Active Citizenship addressed to adults who want to improve their skills to exercise an active and effective digital citizenship. The training was designed taking into account the areas included in the DIGCOMP: Information and data literacy; Communication and collaboration; Digital content creation; Safety; and Problem solving. Likewise, the 21 competences defined by this reference framework are included.Some of the main achievements of this product are its pedagogical approach and its technical development. The approach of the DQ Skills course includes:- The use of a Moodle platform, configured to respond both in access via PC, as well as via mobile or tablet.- The generation of content in SCORM format (using Adobe Captivate) for the basic level, since it facilitates its viewing, as it is reproduced automatically, with very basic technical knowledge needs by the user.- The development of content for the intermediate and advanced levels based on assigments/challenges approach, in order to motivate the students with the highest level of knowledge.- The mainly practical approach of the content, introduced with clear link and relation to the areas of leisure, social life, business transactions, learning, employment, citizenship, and well-being. This is an essential aspect both from the point of view of the andragogic approach of the course, and with respect to the ultimate goal of training, that is, to provide digital skills for active citizenship.Finally, we outline the fact that the products are available through the project website (www.dq-skills.eu) in 5 languages ​​(English, Spanish, Greek, Romanian and Polish) which facilitates its use by users, and an easy update of content (key aspect taking into account the content topics)."