SaG is a Partnership for entrepreneurship between SF Azerbaijan, NGO People Ukraine, Praxis Europe UK and Eurogems Aps Italy. The main aim of the project is to enhance the capacities of Eastern Partnership youth organisations in the field of entrepreneurship, with a focus on entrepreneurship education and co-operation with EU partners. Specific objectives of the project are: - Developing youth workers’ entrepreneurship education skills, including exchanging experience of young people’s entrepreneurship initiatives implemented for the benefit of their communities and their peers, notably in Eastern Partnership countries (Ukraine and Azerbaijan)- Developing youth workers’ innovation skills - Fostering a sense of responsibility and initiative in young people through entrepreneurship and innovation - Building a network of organisations and projects developing innovation and entrepreneurship using ‘See a Game’, Living Labs concept and opportunities presented by the Erasmus+ ProgrammeThe project includes nine activities:- A preparatory meeting to be held in Baku, Azerbaijan, in September 2017- A Training of Trainers on Entrepreneurship Education, notably the See a Game Manual and Living Lab methodology, to be held in Qabala Azerbaijan, in October 2017- A Youth Exchange for young people to experience entrepreneurship education in an intercultural, international context, to be held in Bila Tserkva, Ukraine in December 2017- A second Youth Exchange for young people to experience entrepreneurship education in an intercultural, international context, to be held in Sheki, Azerbaijan, in March 2018 - Seminar for youth workers and entrepreneurship educators, focusing on exchange of good practice and identifying solutions to common challenges, to be held in Lenkaran, Azerbaijan, in June 2018- A high-profile multiplier event on entrepreneurship education for policy-makers, to be held in Baku, Azerbaijan, in June 2018- A final team evaluation meeting will be held in Baku, Azerbaijan, in September 2018- A Step by Step Activity Guide - A See a Game Networking Community Impact on the participants:- Improve their understanding of the importance of entrepreneurship- Deepen the participants’ understanding of how entrepreneurship can be used as a tool for enhancing social competences of young people- Improve participants’ competences in using innovative techniques and entrepreneurial-minded methods in their daily work- Set up local Living Labs in Baku and Bila Tserkva - Learn from each other and enrich their set of exercises in a process of mutual learningImpact on organisations: - Increase the outreach of entrepreneurship educational programmes - Engage more young people for a longer time in social actions and community projects - Enhance the effectiveness of youth projects

"The aim of the project was to develop and implement innovative educational practices based on the use of games as an effective method of non-formal education of the youngest representatives of the NEET group, who neglect compulsory education or learning, with a risk of social exclusion. This has strengthened the entrepreneurship, key competencies of the young people, as well as it has built a positive pro-social and intercultural behaviour patterns. Using a joint initiative of partnership and international cooperation, the project partners created a game that Is meant to be used as an educational tool for young people. They shared their experiences in using games and developed together innovative ways to use games as learning tools. The project has been promoting CLIL approach and linguistic immersion as an extremely efficient method that strengthens and extends the language skills of the participants.During the realisation of the project we realised that games are becoming more readily used by educators and facilitators in youth work due to the fact that young people respond to them in a very positive way. Use of games induces emotions, the desire to compete and motivation associated with rapid results of undertaken activity. In addition, the use of techniques and mechanic known to the participants of games (gamification) significantly modified their behaviour positively. Overcoming successive, achievable challenges, the pleasure that comes from competition and cooperation has effectively increased the motivation and the involvement of participants. In addition, the use of games promoted the integration of the participants and enhanced the language skills primarily through the active use of language immersion and the need for common communication. Game and other materials are for youth workers, created in collaboration with young people from the NEET group and addressed to them directly.Participants of the project were educators, facilitators and people working with youth from different countries, dealing with innovative methods of non-formal education. Education needed a new and useful methods and educational tools, which increase the interest and involvement of young people in matters of socio-professional approach in accordance with the ""learning by doing"" rule. Problems that justifies the project are: 1) deficits in adolescents key competences, 2), educators (teachers, trainers) have difficulty in engaging young people (large percentage of NEETs in Europe), 3) the use of games is a problem - educational games are little-known, little taken into account in education, they are sometimes more a curiosity than a basic element.Shaping the attitudes by using games can be effectively measured. The use of games required the development of methodology and tools, as well as the placing on the strategic level by educational institutions and policies, local and regional, and national.The choice of partner organizations was based on a series of measures to ensure the selection of a reliable and responsible partner, providing harmonious and effective cooperation. Organizations actively participated in the implementation of project activities during the international meetings organized in the partner countries. Key activities included: organization of national and international meetings and workshops, the organization of the four mobility activities, the development of a guide on the use of games in social and professional young people NEET 15-17, creating a catalogue of good practices, joint development of educational game, glossary player and guide the creation of educational games and numerous promotional activities and dissemination. Also recommendations on the impact of gaming in non-formal education have been created. Educational games were an innovation in education, according to the concept of ""learning by doing"". They were also a great tool for strengthening the language competencies through language immersion. Their application met the growing favour of educators. The project has been an innovation in terms of methodology, tools and partnership itself. Implementation of the project has strengthened the competence of staff working with young people, develop new educational methods and it has increased the understanding of the youngest NEET situation. Also it has equipped staff with new, high-quality tools, while promoting their professional self-realization, not only as promoters of a specific methodology, but also as its creators."

"The European Cultural Heritage is a unique melting pot of different cultures. ""United in diversity"" - that is the declared motto of the EU and a guiding principle of this unique community of nations. At the same time this motto bears a task for all Europeans, to create a synergy of cultures and regard each single culture as a valuable part of the unique community in the context of other cultures. The EliCCon-project aimed to explore the rich cultural diversity of europe and raise awareness about its high value for our common life. The focus was on the lived cultural heritage: the values, the traditions, customs and habits. The more the people in Europe will learn from each other, the more fears and prejudices against other cultures can be reduced and valuable synergies can arise. Nowadays learning about lived cultures in Europe requires to consider also cultures from non-european countries, that are practised in Europe and the change of cultures in the course of time. Coordinated by the European Photo Academy from Germany, project teams from the Czech Republic, Spain and the United Kingdom made photo reportages of interesting examples of intangible cultural heritage in their country. A Swiss student of the European Photo Academy rounded off the result with examples of intangible cultural heritage in Switzerland. Altogether 25 photographers were working for two years to document the intangible cultural heritage in their country. 92 photo reportages resulted from the extensive data collection.The results were presented with exhibitions on interesting public places during the project lifetime: In May 2019 more than 60 exhibits were shown at the University of Huelva in Spain. In July 2019 the EliCCon-Exhibition was presented in the South and City College in Birmingham and in October 2019 the czech project partner organized the exhibition in the Michal Mine, that is a national cultural monument in Ostrava. The exhibition series was concluded with an exhibition in the municipal library in Rastatt. It started in July 2020 and ended in October 2020. The project partners used the project meetings for an intercultural exchange with lectures and visits to culturally interesting sites. The project teams conducted four transnational online-conferences, where each project partner presented examples of the intangible culture in his country. The recordings were uploaded on Youtube and remain available for free to all people. The project results were summarized on more than 600 pages in an E-Book (OER) in order to ensure the sustainability of the project, to preserve and disseminate the intangible cultural heritage in Europe. Many people who actively practise culture were pleased with the documentation of their activity. A feedback from a traditional german brass band sums this up: ""First of all… I would like to congratulate you on this project and the associated e-book.Just a glance at the table of contents and the very first browsing through the many articles and photo reportages show the scope of this project. But it also impressively shows the incredible diversity and wealth of European culture.Admittedly, it makes us a bit proud to be a small part of it and we feel honoured to be able to stand as an example of the music tradition in our region in this e-book. Many thanks for this!...""The transnational exchange is of particular value. Because people have a certain idea of strangers, which makes it easier for them to classify others. Such stereotypes are mostly inconsistent with reality. Through the mutual exchange of information about the lived cultural heritage of the respective countries stereotypes can be reduced enormously. The active exchange of cultures through non-formal and informal learning contributes to the growing together of the European states and to the fight against nationalism and xenophobia. All project partners provided comprehensive experiences and skills for the project. Whereas the german project partner has its focus on adult and further education in the field of photography, digital media, e-learning and intercultural management, the spanish partner is a social enterprise focused on training, innovation and traineeship in digital skills at European level. The partner from UK is a non-governmental organisation that is passionate about improving lives of disadvantaged people in society. They actively engage especially young people through the use of sports, culture and creativity. Their motto is ""Ideas into Action"". The mission of the czech project partner is to improve peoples lives through high quality intercultural training, transfer of innovation and lifelong learning. They provide an extensive knowldege about the history of the Moravian-Silesian region. The qualifications and experience of the partners ensured a high quality of the project. All project teams will continue to work on cultural issues after the project. The preservation of cultural heritage is an ongoing task."

The TEACH KA2 Erasmus+ Strategic Partnership was a collaboration of 4 European Countries (UK- Leader, France, Romania and Turkey) who sought to work together to develop and test a series of intellectual outputs and materials that are now being used engage and support disadvantaged learners through the use of traditional arts, crafts and enterprise.TEACH, a partnership of Adult Education, VET,and Employer bodies, worked together to develop innovative education training methodologies and outputs that supported disadvantaged groups to reconnect with learning, training and in the process developed skills whilst having fun. In doing so were were able to address the barriers to learning and labour the market TEACH focused on the following objectives:1) To train educators from across educational sectors (teachers, VET trainers, adult educators)2) Develop new and innovative training methodologies and training resources around Arts, Crafts and Enterprise that can better meet the needs of our disadvantaged learners3) Provide an in depth analysis of how the use of arts and crafts linked to enterprise can help the re-integration of disadvantage groupsThrough our work we have seen the use of arts and crafts as effective engager to learning and our project has examined/ tested the following themes:* Lack of learner engagement with traditional learning methods* Engagement and Empowerment of hard to reach learners* Use of Arts and Crafts to motivate learning whilst retaining national traditions* Progression of learning routes for learners* Use of non formal education around arts and crafts and entrepreneurship* Use of social enterprises around traditional arts and crafts By working on these themes we:1) Shared knowledge with our partners through practical and focused arts and crafts based workshops and training activities (Engaging and training learners/trainers in many different art and craft forms)2) Developed intellectual outputs and materials, that demonstrates the use of Arts and Crafts as an 'engager' to education, with pedagogical materials, trainer guidance, lesson plans3) Produced a comparative analysis of key art and craft forms and their value in supporting different forms of learning (School, VET, AE and work based skills development) linked to enterprise.4) Involve learners and trainers in producing our project materials and outputs.TEACH was needed for a number of reasons that are still common across our partner countries and more broadly across the EU, they include the high levels of unemployment particularly amongst people with little or no formal education and those facing significant deprivation and disadvantaged.TEACH sought to train educators and develop resources to better engage, empower and work with disadvantaged groups to develop their employability skills and then to help them develop enterprises where they can sell their goods at decent prices to earn a living or have the confidence to re-enter formal education or work.We sought to address:* The engagement disadvantaged groups helping them to re-enter education through the use of arts / crafts and Enterprise based learning * Empowering people with low skills to improve their confidence and develop their employability, helping them to find and sustain work or learning opportunities* Creating learning, teaching methodologies and a series of outputs around arts and crafts/enterprise* To train cross field educators on arts and craft techniques as well as using and developing social firms and enterprises to support learning this will involve developing solutions for a spectrum learners and trainers* Sharing best practice on education training techniques on the use of arts, crafts and enterprise based learning across our partnershipTEACH has been great in bringing educators from across the EU to learn and develop new skills that they have been able to test with their clients, it has helped them to implement organisational step changes when working with marginalised groups. For instance our Romania partner has been able to engage young adults with low skills, helping them to develop their basic skills through crafts based workshops and in doing so have been able to set up social enterprises around Christmas markets.Our project has been able to train trainers though our training activities, build trainer confidence, explore new teaching methods and develop organisational capacity and resources, We have also demonstrated our project successes through local conferences and other dissemination activities. These activities have informed our wider network of partners and stakeholders who have been able to explore our projects work and sought to develop mechanism to support disadvantaged learners, for instance Birmingham City Council used elements of our projects learning to test family learning activities and Wolverhampton Adult Education Service has sought to increase their creative adult education provision.

"The proposed project, OLE, has created a powerful new tool, the handbook for teachers, educators, youth workers and volunteers who teach the host language class to young migrants, either in the host classroom or outside. This handbook has an experiential approach and a system of learning recognition and play. The goal of the project has been to increase the quality of language teaching for foreigners attending reception classrooms in order to improve learning opportunities for young migrants, through activities that develop their linguistic, social and intercultural competences. The specific objectives of the project have been: To provide teachers with the knowledge, skills and attitudes necessary to implement language teaching for foreigners through holistic and experiential learning in the classroom. To exchange experiences and combine cross-sectoral perspectives of formal and non-formal education to improve the integration of immigrant children in the classroom. To implement a system of recognition of the learning of linguistic, social and intercultural competences of immigrant children using the methodology of ludification. To introduce, as a transversal content to be developed in the classroom, the concept of ""good treatment"", understood as a positive attitude that improves both the self-esteem and the social and intercultural competences of the students. To create a manual for educators with activities that can be transferred to the context of schools with a large number of immigrant primary school students in order to work on language learning and the development of intercultural and social skills. The main target group of the project is teachers, educators and youth workers who work with first and second generation immigrant pupils and who are not yet fluent in the language. Through a seminar and a training course they have developed their competences and become familiar with new educational approaches to increase the quality of their work. The secondary target group is the young people themselves, who have benefited from this methodology and the training of their teachers. We have directly reached a total of 33 teaching professionals in the training activities, 151 immigrant students and 150 teaching professionals and decision makers in the multiplier events. This project had a simple structure, focused on the deep development of an intellectual product and on the training of teachers from a cross-sector perspective so that they can carry out their work with greater quality and effectiveness: first we held a C1 seminar for teachers to share their experience. The results of the seminar have been shared with decision makers at the regional level. Then we have produced a handbook for teachers in O1 classrooms. Once developed, we will have a training course for teachers, where they have been able to become familiar with the manual and the methods of experiential education. These teachers and educators will implement the manual with their students in the dissemination events E1, E2 and E3. Thanks to this we will later be able to correct and adapt the manual, translate, publish and present it to teachers and educators on a national level in E4, E5 and E6. We have 5 transnational meetings and 20 virtual meetings to monitor the project process. Dissemination of the project has been sought through all available means (partners' social media websites, email lists, national conferences). OLE expects to have an impact on the significant contribution to the improvement of opportunities for young immigrants and also for the teachers working with them. Translated with www.DeepL.com/Translator (free version)"