Future Youth School Forums (FYS Forums) is a global citizenship education project encouraging schools to run youth led forums on global issues for other schools in their local community. The FYS Forums model has three main phases which include pre-forum critical thinking activities on the forum’s global issue, the forum itself, and post-forum civic engagement where young people plan and take formal action on an aspect of the global issue.FYS Forums is designed to better motive and engage young people within the formal education system, support the development of young people’s traversal skills, encourage teachers to develop more inspiring, participatory and relevant practice and curricula, and to increase active citizenship and civic engagement across Europe.FYS Forums bring real life issues into the curriculum while supporting young people to understand complex global challenges. The first global issue in year one was migration under the banner of ‘People Forced to Flee’. The second global issue (as voted by young people), was gender inequality. Through the project’s participatory methodologies, young people are supported to respond to global issues and challenges by enabling them to think critically about the issue, and discuss how best to take action that is suitable and informed.The three main objectives of FYS Forums were:• To create an inclusive, sustainable, networked model of EU wide curriculum linked global citizenship youth forums that are delivered by schools for schools.• To provide teachers and young people with the tools to promote effective and inclusive youth leadership across formal and informal education through global citizenship forums.• To influence at local, national and EU levels to promote more inclusive and participatory youth led policies and opportunities within EU education systems.FYS Forums partnered with several schools who took ownership of the planning and delivery of the forums. In the first year, ‘Hub Schools’ were recruited who led on the first round of People Forced to Flee forums. There were five Hub Schools in the project – one each in Italy, Cyprus, Lithuania, the UK and Poland. The five Hub Schools stayed engaged throughout the whole project and ran forums in year 2. Additionally, in the second year, the partnership extended to ‘Trial Schools’ who were also asked to run their own forums. Trial Schools could choose which global issue they wanted to run a forum on. There were eight Trial Schools in the project – two each in Italy, Cyprus, Lithuania and the UK. All Hub and Trial Schools were responsible for inviting ‘Participating Schools’ to come to their forum and undertake pre-and post-learning activities. There was a total of 71 unique Participating Schools who attended a total of 20 forums over the three years of the project.The wealth of learning resources available on the FYS Forums website enable schools to fully engage in the forums process. These include:• A step by step interactive online toolkit leading teachers and young people through the steps to either set up and participate in a forum, or to attend another schools’ forum.• Learning resources on the global issue including 7 workshops for students who are attending a forum, short activities for the whole school to learn about the global issue, a treasure hunt, quiz and assembly presentation.• 15 Transversal skills modules to prepare young people for the forum including leadership, teamwork, decision making and time management.Through these resources, FYS Forums provide a sustainable model for schools to run their own youth-led forums and can be applied and adapted to suit a range of educational needs and contexts. While the project reached 12,251 young people aged 12-18 through post-forum actions, the materials and resources above can be adapted further for use with younger or older young people and indeed adults.The project produced several reports including:• Youth Participation and Global Citizenship: Challenges and Recommendations for Future Youth School Forums – a contextual analysis of the educational landscape and needs for the project in Italy, Cyprus, Lithuania and the UK, and provides recommendations for programme design and implementation.• Youth Participation for Active Global Citizenship: Future Youth School Forums Report – an analysis of the project’s implementation and impact. • Future Youth School Forums: External Evaluation – an external review of the impact of the project.Collectively, the resources, forums and post-action activity directly impacted 12,638 young people and teachers across five European countries, 72 key stakeholders and a further 15,000 individuals through wider dissemination activity including teacher training, seminars at conferences and participatory workshops.FYS Forums was a three-year partnership between Oxfam GB in the UK, Oxfam Italia in Italy, CARDET in Cyprus, Jaunimo Karjeros Centras in Lithuania and the University of Łódź in Poland.

The role of education, and the way it prepares students for their future lives, is changing as the knowledge-based economy continues to advance in Europe. The ever-changing nature of the European employment landscape demands a high-level of flexibility and adaptability in the workforce. This high-value, dynamic knowledge economy has for the most part done away with the notion of a “job for life” or a “skill for life”. The emphasis now is on employability and adaptability; on upgrading skill sets to keep pace with change; on changing career pathways to respond to market conditions. In this new reality, career planning and development is no longer viewed as a linear process and more emphasis is now placed on nonlinear, chance and unplanned influences.When people in education talk about career guidance it is generally referred to as a service; advice and/or direction provided by an expert for the benefit of students. Career guidance in school education environments is generally centered around the final years of the 2nd level academic cycle and concentrates on supporting the most appropriate transition for students from school into higher education, 3rd level, tertiary vocational education, or employment. While this 'service' approach might be considered appropriate within the parameters of education establishments where students and career guidance professionals coexist on a daily basis, the most likely career pathways for students currently in education today cannot be defined on a once off basis and the career planning needs of students can no longer be satisfied by this 'service' based approach.The rationale behind the SELFIE project is based on the belief that we now need to consider career planning as a subject instead of career guidance as a service; a subject with curriculum resources at different levels, with required learning outcomes and an assessment framework to measure attainment. In math, students are taught to add, subtract, divide and multiply. They bring these skills and abilities with them everywhere they go and can call on them and rely on them throughout their life. In career planning students should be taught (A) how to research the marketplace and identify potential career opportunities; (B) how to evaluate options using appropriate decision making processes and criteria; (C) how to assess their own strengths and weaknesses; (D) how to present themselves in the most beneficial way to academia or to potential employers. There is a need for a growing emphasis to be placed on critical inquiry and mental flexibility and on providing students with the necessary skills and tools for those tasks. Given the predilection of young people today for social media there is a need to employ these new technologies to help students begin the process of building sustainable networks and to help them gain experience in research, experimentation, problem-based learning and other forms of creative work. The SELFIE project has developed a career planning subject framework incorporating introductory, intermediate and advanced levels that will help students to develop the necessary skills to enable them to construct their own self-portrait and career progression pathway and update it as required throughout their working life.While the initial focus of the SELFIE project was on school-based career planning provision the principles on which the model is based will be just as relevant throughout the educational landscape and can help inform the development of career planning curriculum materials for all age groups and environments. SELFIE supports the strategic objective of the Education & Training 2020 framework by helping to improve the quality and efficiency of education and training through the development of career planning teaching that is more appropriate for Europe's dynamic and knowledge based economy. It also enhances creativity and innovation by supporting the development of the key transversal skills of research, critical thinking and decision making.The main activities undertaken in the project included the following: a Summary Research Report, Learning Outcomes Matrix, Curriculum Development and Assessment Framework, Introductory Curriculum Resources, Intermediate Curriculum Resources, Advanced Curriculum Resources, Teacher Induction Programme, Project Website and a Career Planning for Dynamic Economies policy paper. The project has achieved its overall outcomes, as the main outcomes of the project have been developed and delivered and included: a comprehensive suite of resources for the school counselors/career guidance providers and for the students in terms of new ways of approaching career guidance and promoting self-guidance for the students.The analysis of best practices, equality and inclusion has during the timeline of the SELFIE project, added knowledge and value to the work of partner organisations.

"The DigiAI project is designed to meet the needs of training in the field of the digital media literacy, with focus on Artificial Intelligence, of the pedagogical consultants in VET schools and career consultants in different youth information and career services. The project will provide online open educational resources (OER) and competence framework (CF) that will increase the target group capacity to exploit the full potential of the new technologies and to provide training for the students in self-guidance. Context: Digital technologies are enablers of a step change in learning and teaching practices; however, they do not guarantee it. Educational institutions should consider also the negative aspects of the digitalization of our life. Students and teachers are encouraged to use new technologies and Internet, but only small percentage have the necessary skills to exploit their capacity. In attempt to satisfy the user needs, social networks and search engines incorporate Artificial Intelligence (AI) to provide tailored information and sometimes this AI is hiding some information and instead suggests another to match the ""user's profile"". In this way the user is guided in the direction desired by the AI which limits the information for the user. In this situation the users should have critical thinking and some digital media literacy skills to avoid being misled. Another negative aspect is the potential threat of the automation and AI for the job market and the career development. Experts estimate up to 800 million workers could be displaced by robotic automation by 2030. Some jobs will change dramatically, while others will disappear altogether. OECD says low-skilled jobs will be most vulnerable, but it is suggested that many white-collar jobs, like accounting, will be also at risk from future automation. The E&T and the career consultants should respond adequately to this tendency.The project objectives are:- To improve the digital media literacy of pedagogical consultants in VET schools and career consultants in youth career services and increase their capacity to exploit the full potential of the new technologies, incorporating Artificial Intelligence (AI);- To empower the target group via providing online VET resources (LMS, digital movies) and other tools related to the topic of digital media literacy, critical thinking and AI, that could be used in non-formal or informal education; - To provide Competence Framework that will be useful for organizations willing to adapt the proposed training materials according to their specific needs or develop new ones.Target group:- pedagogical consultants which provide career orientation services to the students in VET schools;- youth career consultants working in different career centers/services (university career centers, community career centers etc.);- VET teachers, trainers and mentors in both school and work-based settings;Directly involved participants: 218Indirectly involved: 1210Methodology incorporates the concept, design, testing, production, implementation, exploitation and sustainability phases. Activities are scheduled to allow for essential reflection and inputs both by the consortium partners and target groups.Main activities and results:1. Six training modules on topics: New tendencies in digital media literacy; Disadvantaged young people and digital access; From career guidance to self-guidance; Artificial Intelligence (AI) and structure of the provided information; AI and the changes in the jobs search process; The influence of AI on the labour market; Ability to order and ability to promote goods or services over the Internet; The violence of information and digital wellbeing; Fake news, critical thinking and rating the information for career development.2. Development of Competence Framework. It will structure the requirements and content of the above Modules in knowledge-skills-competences (autonomy and responsibility) grid. It could be used for assessing the achievements (using ECVET).3. Six short digital training movies to illustrate each training module - will be integrated in each of the respective modules in the LMS. 4. One training, five multiplier activities and dissemination events;Impact: Increased competencies of the target group related to digital media literacy, focusing on AI and on how to use effectively the new technologies in youth career consultancy; Improved skills of the pedagogical and career consultants in implementing the project open educational resources in youth career consultancy; Increased capacity of career services in the area of self-guidance and AI."

"The slogan could summarize the project main idea: ""FROM CAREER GUIDENCE TO SELF-GUIDENCE SKILLS""Context of the project: Nowadays, the youth career guidance format undergoes rapid changes. More and more young people are learning about jobs and how to reach them by the net, asking for advice their peers or some more experienced people via social networks, job portals, discussion forums or other Internet services. Although the traditional methods for career guidance will still be used, traditional face-to-face guidance in youth career centers shifts more and more to abilities of self-guidance. Here comes the question to what extent nowadays career consultants are familiar with modern media literacy. Skills like rating the information, validating the resources, intelligent searching, abilities to ""scan"" etc. become of vital importance for the career orientation. This changes the shape of the modern consulting process - from pure career guidance to modern media literacy and self-guidance.Aims and objectives: ""Quality of youth career guidance and nowadays media literacy"" project main aim is to improve the quality of youth career guidance via providing innovative methodology, quality indicators and online tools for youth career counselors. The project objectives are:- to develop the consultants' skills in the area of so called ""self-guidance"" via modernizing the Quality Indicators (QI) and Quality Model (QM) in youth career guidance, including the development of new indicators related to nowadays media literacy (rating the information in the net, validating the resources, intelligent searching, abilities to ""scan"", social networks usage, ePortfolio usage etc.);- to improve the quality of youth career guidance via providing innovative tools and manual for career guidance - online self-assessment toolkit for consultants to test their knowledge, skills and competences in media literacy and self-guidance;- to train youth counselors and mangers of youth career services in modern aspects of youth career guidance and quality assurance; - to develop a strategic partnership network among the partner organizations within the project so that the organizations continue working on the project main topics after the project end;Target group: youth guidance services managers, youth career consultants, the project results could be also useful for the pedagogic consultants (in the schools); Potential beneficiaries: youth (16-25) & youth with special needs (early school leavers (ESL), outsiders, minorities) who need more knowledge and skills in ""self-guidance"" area.Total number of participants from the target group and potential beneficiaries: 320Description of activities: - project management activities;- quality assurance and evaluation activities;- learning outcomes and quality indicators related to modern media literacy and self-guidance (needs assessment, drafts, experts reviews, polishing and translation);- Modern media literacy self-assessment toolkit for youth career counselors (planning and scenarios, interface and programming of the e-games, interactive tests and ePortfolio examples, testing, polishing, translation);- Manual ""Self-guidance and modern media literacy"" (framework and contents, writing the chapters, design and pre-printing, testing and polishing, translation and printing);- project web site (design and programming, content);- testing and piloting activities;- dissemination activities;Methodology: designed to incorporate necessary research, design, testing, production, implementation, exploitation and sustainability phases. Activities are scheduled to allow for essential reflection and inputs both by the consortium partners and target groups.Main results: 1. New learning outcomes and quality indicators in the field of:- Self-guidance and modern media literacy (consultants nowadays should be able to consult young people how to orient themselves by using modern media) - rating the information in the net, validating the resources, intelligent searching etc.;- Disadvantaged youth (youth at risk of ESL, cultural and economic obstacles) - key factors of ESL and their influence on the young person - family, ""street"" and in-class factors;2. Modern media literacy self-assessment toolkit for youth career counselors - online toolkit with free access; 3 simulator e-games, 3 interactive multimedia tests and ePortfolio examples demonstrating self-awareness.3. Manual ""Self-guidance and modern media literacy"" - theoretical and practical information (cases) how nowadays youth career consultants should advice youngsters to use modern media in their professional orientation, in their job search and job application.Impact: Increased competences (related to modern media literacy and working with disadvantaged youth) of youth career consultants, youth career services managers and pedagogic consultants; Increased competencies in ""self-guidance"" field; Improved QA approaches."

The empowerment of women at a global scale is, in all certainty, one of the most remarkable social revolutions of the twentieth century: millions of women worldwide who used to depend economically on men fought to be able to take solely control of their own fates. With women having filled six million of the eight million new jobs created in the last 15 years, recent studies show that, not only women’s economic empowerment is central to realizing women’s rights and gender equality, but also that companies greatly benefit from increasing employment and leadership opportunities for women, which is shown to enhance organizational effectiveness and growth.Nevertheless, in spite of the general trend for gender equality policies in society and in the labour market, gender gaps persist in Europe, were the boards of largest listed companies across the 28 EU Member States had 28 % women and 72 % men in April 2019.As women represent half of the global talent pool, it's imperative that they should have the same opportunities to be at the forefront of the European economic and social scene.'Women in Power' wants to come up as a tool to support equality and gender-balanced corporate boardrooms by giving women working in the traditional sectors (footwear, textile and furniture) the opportunity to acquire abilities and competences that can enhance their sectoral skills and make it possible for them to reach top executive roles, therefore promoting gender equality and the advancement of women in Europe.The European consortium gathered to carry out this project is composed by seven VET providers, business associations and professional women associations from Spain, Lithuania, United Kingdom, Romania and Malta. At the end of the project three intellectual outputs have been developed: - IO1: a report that identifies and compiles what skills and competences have helped women from different nationalities, sectors and backgrounds to move up within their professions, and what learning needs they have to continue growing in their careers. - IO2: a complete course for women to promote basic and transversal skills in order to achieve executive roles within their industries.- IO3: an intuitive and innovative platform that hosts the designed training path, increasing social capital, competencies and professional skills of women.The final ‘Women in Power’ training course can be accessed at http://training.womeninpower.eu/With an estimation of more than 89,306 people directly reached of all target groups identified by the project partners and over 9.000.000 potential impacts in radio, TV and digital media, the project will ultimately provide the development that women need in order to be empowered in furthering their career. The effect of this project is anticipated for women inside or outside the corporate mainstream, including entrepreneurs, academics, civil servants and senior women with professional service backgrounds.The development of this project will assist in raising awareness with policy makers, stakeholders and general public of the issue through seminars and project dissemination in general (press conferences, events, online materials and news), as well as give room for potential legislative solutions. It will also increase the number of people discussing the issue of women and leadership in relevant industries, as well as trainers' awareness of needs of women education towards professional empowerment.Furthermore, the project outcomes (freely available in different languages) can be widely applicable and used well beyond the countries involved in the project, serving also as a basis for further development and adaptation to various contexts.