<< Objectives >>PLAY aims to develop an educational methodology for Senior Population, using Digital Storytelling as a tool to tackle intercultural learning, diversity and European Identity, and promoting their social inclusion. It will also approach European Cultural Heritage, by making use of topics such as Cultural/historical Sites, Gastronomy, Traditions, among others. It will include an intergenerational learning element by engaging volunteers from younger generations to support the digital component.<< Implementation >>PLAY includes the following main activities:- Project Management and Transnational Cooperation, including 2 transnational meetings- Co-designing PLAY Educational Program- Implementing PLAY at local and transnational level with 36 seniors- 12 PLAY ‘Cinema’ sessions + Learning Moment for 96 seniors- 3 PLAY workshops for 24 Adult Educators<< Results >>By the end of the project we will have the following results:- Video Guidelines for Adult Educators to apply PLAY Educational Program- Digital Booklet Guidelines for Adult Educators to apply PLAY Educational Program- Online Mapping with Digital Stories created by senior participants

"The phenomenon of singularization and social isolation of elderly in Europe is constantly increasing. The data collected on the population of the over 65s, describe the context in which the pandemic has spread, which strongly risks increasing isolation and worsening the quality of life, especially for the most frail elderly or with chronic diseases.The implementation of social isolation – in itself harmful to health – as a preventive measure must therefore, if the acute situation persists, be weighed up to a reasonable extent, considering both the immediate and the medium-term consequences. In addition, the autonomy and individual understanding of quality of life must be taken into account. It must be assumed that for many of those affected, an isolated and lonely existence in the last phase of life is not adesirable condition.It is clear that the risk of isolation and stress for aged population increased due to the pandemic; the European community is called to an intervention which need to be as widespread as possible, starting from the bottom and from the concrete local realities in 5 countries, but according to a global strategy to respond to a widespread emergency.Seniors in Arts aims at:1) developing a guideline collecting the best practices among training activities based on expressive arts for seniors, in order to create a common background to help educators and social operators with seniors. The result will be the achievement of key competences for educators that will be a combination of knowledge, skills and tools appropriate to support seniors in developing new skills and opportunities to promote their social inclusion2) providing opportunities for learning activities at local and transnational level for senior learners, as tolls to get connected and to exchange ideasand experiences in an European community of aged citizens. in this way we will support the awareness of European identity and the development of the sense of belonging to a transnational community among adult citizens in Europe.3) creating a tool - the virtual transnational cultural circle - where seniors can have the opportunity to get in contact with peers all around Europe, canaccess to artistic products as opportunity for entertainment and learning, and can share their own artistic products as result of creative and expressive activities useful for staying active and sharing experiences, ideas and cultural heritage.Key activities in the project will be:A) Development of guideline for motivation and participation of seniors in educational activities through expressive arts: theatre, music, dance, creative writing, including notes about the general framework of application (motivation and participation of adult learners in artistic workshopsB) Transnational Training for staff (3 educators per country): ""Expressive arts for seniors education"" to develop key competences sharing a simple and flexible training module to be implemented through a local workshop for the seniors in each countryC) Blended mobility for learners (5 seniors per country): ""Seniors in Arts"" implementing simple and flexible workshops with senior learners (also considering special needs)D) ""Transnational Cultural Circle"": development of a virtual community hosted in the project websiteE) Local Arts Workshops for 20 seniors in each countryF) Monitoring and evaluation activities and impacts assessment for validation and exploitation of project results and outcomesG) Dissemination and Exploitation of results at local, regional, national and European level.Expected Impacts are:- For seniors: They will be involved in the whole process, allowing them to have an active role, to engage more seniors (at risk of isolation and inactivity)in lifelong learning, contributing to their sense of belonging, motivation, self-confidence and self-esteem.They will also have the opportunity to develop their English and ICT skills, by participating in transnational and local activities and tasks.But most of all, our aim is to empower people and provide them with an enriching experience capable of motivating them with positive perceptions of self and ageing maintain their mental and physical fitness levels, participate in community associations and politics, and engage in intergenerational dialogue.- For partners and educators:This project represents an opportunity to reinforce the European cooperation, and to add, in terms of impacts, a new framework of work onexpressive arts.-For local and European communities: will benefit from preservation work made during the project in each country (in terms of concrete actions as the fruition of tangible arts products, benefits for specific target groups as educators who work with aged people and old people, awareness-raising on emerging issues as an intercultural dimension of living, social inclusion etc)."

Research points that Young People Not in Education, Employment or Training (NEET) are more likely to become marginalized and to suffer from poverty, social exclusion, crime and mental/physical health problems, while at a macro-economic level they represent a considerable loss in terms of unused productive capacity and a considerable cost in terms of welfare payments. In fact, low self-esteem and self-confidence, typically present in this target, seems to be linked with increased isolation and lack of belonging, what contributes to the perpetuation of this cycle of decreased motivation to assume an active role in the community and increased social exclusion. This project aims to increase NEETs’ Social Inclusion and promote Active Citizenship, by developing key competences in Youth NEET and train youth workers to address better to NEETs’ needs, namely: the need to break the cycle of isolation/social exclusion; lack of motivation to become an active citizen; lack of self-awareness of their passions/talents and, even, the low self-esteem and lack of key-skills that are required to take an initiative and build an action plan to concretize it. Therefore, the objectives of the project are:- To create and test an innovative LEARNING PROGRAM for NEET Youth to develop key social and personal competences that will allow them to become active citizens and increase their social inclusion;- To motivate NEET Youth to engage and discover their passions/talents;- To increase NEET Youth’s awareness of some key societal challenges; - To empower NEET Youth with key-skills to materialize their goals in a creative and organised way; - To foster the NEET Youth’s Connection to the local/global community through the creation of concrete volunteering action projects to approach societal challenges;- To promote the exchange of good practices among partners from 5 countries (PT, CY, RO, UK and SE), strengthening cross-cooperation and a multidisciplinary approach; - To invest in the capacity building of youth workers competences promoting high-quality work and innovative methods of reaching out to NEET Youth;- To contribute to the sense of belonging, as European Citizens and motivate participants to learn more about EU, creating a European Network;For these objectives, we propose:(1) Gathering different public/private institutions from 5 countries to exchange good practices, share knowledge, tools and efforts to build an innovative approach with NEET, strengthening cross-cooperation and a multidisciplinary approach, and, consequently, improving the quality of work with NEET in each organisation.(2) Building together an innovative learning program – YES: Youth Engagement in Society - that will gather not only all our methodology and knowledge, vision and good practices in the field of Non-Formal Education, Learning to Learn and Experiential learning principles with support of Psychology, Coaching, Entrepreneurship and Neuro-Linguistic Programming, but also that will challenge us to go further and search for innovating ways to combine these and other relevant methodology and experience. For the correct testing at local level with a minimum of 50 Youth NEET, we will train the staff in question, aligning a common strategy.(3) Investing in the professional development of youth workers competences promoting high-quality work and innovative methods of reaching out this target group, through local (multiplier events) and a transnational pilot/training course (involving 30 youth workers).At the end of this project, we want to contribute to the EU Youth Work Agenda, by promoting not only quality and innovation of youth work, but also to promote the engagement, empowerment and connection of NEET young people with the local and global community, making them feel more inclusive and European.

<< Background >>Ensuring healthy lives and promoting well-being at all ages is essential to sustainable development. Sustainable Development Goal 3 of United Nations Agenda 2030 seeks to ensure health and well-being for all, at every stage of life.About this topic a central role plays FOOD AND NUTRITION EDUCATION, considered as a variety of educational strategies that can be implemented at different levels, aimed at helping people to achieve long-lasting improvements in their diets and eating behaviours.FOOD AND NUTRITION EDUCATION can play a crucial role not only of health and well being but also for the sustainable developmentIn schools, A NEW VISION AND APPROACH TO TRADITIONAL FOOD AND NUTRITION EDUCATION IN SCHOOLS IS NEEDED, where students and their communities develop capacities that support their health and wellbeing, and are empowered to become active agents of change in their local food systems.With this project, we aim to support the capacity building of students, stimulated by effective methods (escape room, digital storytelling, gamification, immersion experiences, motivational activities in peer education) to work on sense of initiative in order to increase the activation and participation of young students in the local communities, to act locally and think globally.We investigated the school and community needs:- To help students to reflect on the impact of the climate change on the lives of young people in relation to the right for healthy environment (with specific focus on food production, transformation, consumption and waste)- To showcase existing practices and explore challenges for youth participation to impact local actions on climate crisis- To address intersections between the climate crisis and other issues including social inclusion, poverty, health etc…- To discuss and explore para-entrepreneurship and volunteering responses to the climate crisis- To develop approaches and actions for taking into account environmental issues in local initiatives.<< Objectives >>Objectives of the proposal are that:1)schools not only teach about sustainable food and nutrition but also teach by example through the food they offer2) Practitioners receive training to integrate sustainable food and nutrition-related topics into their lessons3) External partners and learning environments should be included in education for sustainable food and nutrition to add authenticity as they can tell personal stories or show food production.The proposed intervention will contribute to:- Enhancing the knowledge and skills of secondary school students on food and nutrition, and on food related environment issues, not only in terms of technical competence, but for the added value of changing behaviours and contributing to the international goals;- Ensuring that young people develop the competences needed, but also that they can use them effectively in the local communities;- Exchanging adapting and transferring knowledge, methods and tools to work on food education, using flipped classroom, peer instruction, problem-based learning, project-based learning, and game-based learning;- Promoting the exchange of good practices among public/private partners, strengthening cross-cooperation;- Broadening the definition of environment and nutrition culture, students engagement and activation, addressing sustainable development issues;- Contributing to the sense of belonging, as European Citizens and motivating participants to learn more about EU through transnational mobilities.The continuity of the educational and awareness actions which will be carried out by the partners after the end of the project, will allow to complete this path.<< Implementation >>We want to invest in the capacity building of European schools promoting high-quality work and innovative methods of amp up the engagement and problem-solving opportunities in their classroom, in order to learn, adapt and develop knowledge, competences and tools to work in different learning environments, learning in different ways, using creative methodology, engaging students in active involvement in peer education contexts, in order to identify, analyse and implement new habits, for their health and wellbeing, and to be empowered to become active agents of change in their local food systems.To reach these results we need to have an organized learning process divided in the following phases:- the development the methodologies for food education at school that will be piloted at local and transnational level, with the involvement of at least 30 students in each country, after the preparatory transnational training for staff engaged in the piloting.- the design incubation programme for entrepreneurial initiatives for food education and in the community that will be tested with a group of at least 20 students in each country and that will let launch at least 5 local initiatives during the project as result of the incubation programme- the creation of a booklet that will be prepared for the active involvement of students in local food education initiative, for the transferability and sustainability of the project result- a transnational mobility of students that will be engaged in an European dimension of learning, giving them the opportunity to be part of an European community of active students that will stay active after the project end, with new projects and ideas (at local and transnational level, with potential follow up activities in Erasmus+ and ESC programme).<< Results >>At the end of this project we expect to have:1) Intangible results- methods and practices at European level will be identified and compared to support students in the acquisition and development of food, nutrition and sustainable development knowledge and skills;- empowered partner organizations that will accomplish better their mission of stimulating students in acquiring new skills related to civic skills, sense of initiative and changing behaviours- the transnational partnership will collaborate in the implementation of activities with teachers, educators and students useful for enhancing the innovation of nutrition education for sustainable development and healthy lifestyle - students will enhance the competences in the five areas of health, communication and collaboration, content creation, safety and environment protection, and problem solving- students will be conscious of their active role in the society developing sense of initiative and entrepreneurial skills through local volunteering projects- through the transnational mobilities our project will contribute to reinforce and give the opportunity to create a European network of active students, broaden knowledge about Europe and strengthen European identity.(2) Tangible results- the methodologies for food education at school will be piloted at local and transnational level, with the involvement of at least 30 students in each country- the incubation programme for entrepreneurial initiatives for food education and in the community will be tested with a group of at least 20 students in each country- at least 5 local initiatives will be launched during the project as result of the incubation programme- a booklet will be prepared for the active involvement of students in local food education initiativeAdditional results will be referred to the development of transversal competencies of staff and participants, as social and civic competences, personal, interpersonal and intercultural competencies, digital skills, communication in a foreign language.

CEPAE will be developed in a context of difficultues among the different european educational systems which are trying to overcome the phenomenon that is affecting negatively the european early leavers at personal and professional background. Looking at the partner countries, three of them have high Early Leaving Rate (ESL) rate (Italy, Turkey and Spain), whereas the partnership is also participated by Germany in which the educative system is working in a good way given that it has enviable indicators related to ESL rates.Moreover, the fight against ESL phenomenon is one of the main objectives for the Erasmus + programme. The general improvement of education in all of the EU regions is an obligation for all state members, as mechanism to increase the levels of social conditions that provide to have a good trainind and educative background.The general objective ot this project is contributing to reduce, as much as possible, the ESL rate, initially in the country partners of CEPAE and, lately, in all over European Regionas thanks to the disseminating activities foresee that will have a strong impact.CEPAE contemplates the participation of two target groups in a double strategy:- Botton-up strategy, involving some students through their participantion in an intervention model based on coaching that will produce the outpunt O2 - Coaching Guide. It will be a guide to be used by other institutions for adopting and implementing the model, as well as containing a set of best practices that target to improvie the availiability of tools and ideas that could be helful in the fight agains ESL at European Scope. Directly participaton of 60 students is foresse and also and indirect impact over 800 students through the educators who will participate in the project. - Top-botton strategy, involving the educators who are working with potential early leavers, in the implementation of the coaching intervention model as much as in the final product product O3 - Cooperation on line platform, on which the educators will interact to improve the availability of tools related to the fight against ESL. This platform wil be working for five years more after then end of the project, as part of the agreements that the partnership will sign with FCVPE. We estimate that 40 educators will be directly involved in the implementation of the project and 120 will be indirectly involved.Foresee activities in the project consider a double strategic methodology:- Theoric methodology, focused on the theorical analysis of risk factors that explain the ESL phenomenon in the partner countries. analysis of available statistics and elaboration of the student profile with propension to become into a early lyver. The target is supporting the educatoris with tools to identify potential early leavers.- Practical methodology, focused on the implementation of a coaching intervention modelthat will be implemented by the Italian, Turkish and Spanish partners with the aim of testing its efectivity and sharing it, through the disseminating tools proposed, with all European Educative institutions by using the product O2 - Coaching Guide which will containt the main guidelines to adopt the model.The most important final results of the project are:- Early leavers profile, to identify them and being able to anticipate to their ESL.- Coaching Intervention Model which will be adaptable to any educative institution at European scope.- Improvement of the quality of educators and trainers of schools in which there is a high ESL rate, thanks to the Cooperation on line Platform that will be enriched with the collaboration of these educators.So we will produce tools that will be useful and trasnferable to the frame of the fight against ESL.Finally, thanks to the local, regional, national and European partners, it is foresse that all products and final results will have a big impact at any of the already mentioned scopes, through the disseminating activities proposed.It looks quite reasonable to think that the project will be useful in long-term because it aims to provide the educative system with additional and innovative tools that will improve the rates of ESL. If the intervention model foresee is a success, and we are sure about this, it will be adopted by the wider educative community.