"For centuries, Europe was a continent of war. However, after the Second World War, the European Union (EU) has become a most successful peace project, being awarded the Nobel Peace Prize in 2012. Today peace building and conflict prevention are at the heart of EU action. The EU aims to “promote peace, its values and the well-being of its peoples” (TEU Art 3(1) as amended by the Lisbon Treaty) and to “preserve peace, prevent conflicts and strengthen international security” (Article 21(2)). Nevertheless, in the last years the EU's ability to promote and preserve peace has been challenged by the proliferation of violent and complex conflicts as shown by the cases of Syria, Libya or Ukraine which consequences remaining devastating. Indeed, these conflicts together with the consequent refugees and migrant crisis contributed to raise the social tension and sense of insecurity among EU citizens, creating a fertile breeding ground for xenophobic, populist reactions. In order to tackle these challenges, one of the way thought by EU has been to promote youth in peacebuilding and foster EU policy on Youth, Peace and Security (High Level Conference - ""Promoting Youth in Peacebuilding"", May 2018). Yet, young people’s leadership and roles in preventing and resolving conflict, violence and extremism are rich resources essential to building sustainable peace. However, promoting the participation of young people in peacebuilding is not an easy mission, and a social approach that connects young people to civil society, and provides them with opportunities, training and support for their active engagement and participation in peacebuilding is needed. In this sense youth work can play an important role in developing young people potential and their possible role as peacebuilders. Indeed, educating the community, and particularly younger audiences, about the challenges and importance of living in a peaceful society is part of each youth entity core mission. Moving on these premises, before to applying for this project all consortium partners (which include also youth entities of Georgia and Ukraine which experienced war in recent past) conducted a needs analysis in order to find out more about the needs and challenges of youth workers in relation to peace education and so build the bases of the project. The needs analysis was conducted in each partner country and the relevant data were collected through focus groups and online questionnaire; all the respondents of the needs analysis were youth workers/youth leaders. The results of the needs analysis confirmed that in all partner countries at level of youth organisations, there is an increasing need to update youth workers knowledge and competences in the field of peacebuilding as well as there is a clear lack of materials and tools as learning resources and training materials for youth workers and professionals in the field of peacebuilding.Consequently, “Share Your Peace” aims to strengthen the competences of youth workers in peace education and provide them the necessary tools as learning resources to empower young people to become pro-active agents of peaceful change via local community initiatives addressing societal conflicts.The direct target group of the project will be youth workers involved in youth learning who will upgrade their skills in peace education, whereas the indirect target group are young people, who will benefit from youth workers through the provision of high quality youth learning.The project will include the following activities:-Four transnational meetings.-Four Intellectual Outputs.-Four Multiplier events.-One mobility activity (Short-term joint staff training event).-Local dissemination activities. All project activities will be strictly interconnected each other and project objectives will be achieved through a careful project planning and defined project methodology (formal and non-formal). In fact, the project will be managed in a collaborative way, based on collective intelligence and regular communication. The following methodology will be applied: Plan, Do, Check, Act. The project will have direct, positive effects on the different participants as they will acquire more specialized knowledge on peace education and understand the importance of having competences in peacebuilding and conflict prevention for transferring them to youth with fewer opportunities, and through the peer-learning among youth workers there will be concrete opportunities of intercultural contact as well as upskilling professional competences, adding comparative assessment and rating of the results, the perception of a professional growth and greater social recognition of educational mission by stakeholders."

European societies have never been static, and transformation continues in all member states. In the last years, political and economic upheavals and war have spurred migrations to and within Europe. The churning of European populations and influx of migrants have rendered some indigenous peoples’ minorities and created societies that are rich in ethnic, linguistic, and cultural diversity. However, people from minority groups tend to be poorer and to have less power, less influence and less access to remedies to tackle their problems than those from the majority population. Minorities struggle to realize all types of human rights, whether civil and political, economic, social or cultural, whether as individuals or as groups. Entrenched discrimination on ethnic or religious grounds is also a common precursor to conflict. Additionally, the negative political populism is also growing. In such political polarization, young adults especially those with minority backgrounds are the most vulnerable. These appearances make even more complicated the social-political inclusion of the young adults minorities. The latest finding of Fundamental Rights Report (FRA, 2019) are reflecting on the widespread socio-economic disadvantages of these groups of young adults. Following, young adults minorities face a high degree of vulnerability that places them at greater risk for negative outcomes. Thus, there is a need to enhance human rights education in the society to prevent unequal treatment of young adults and to get opportunity of minority young adults for future and better inclusion in the society. Effective human rights education not only provides knowledge about human rights and the mechanisms that protect them, but also develops the skills needed to promote, defend and apply human rights in daily life. “Pathway to equality (PTE)” project aims to strengthen the competences of adult educators in key concepts of human rights education with minority young adults and provide them the necessary knowledge and tools as learning resources to promote equality and address intolerance in the society.The direct target group of the project will be adult educators involved in adult learning who will upgrade their skills in human rights education, whereas the indirect target group are young adults learners.All project activities will be strictly interconnected each other and project objectives will be achieved through a careful project planning and defined project methodology. In fact, the project will be managed in a collaborative way, based on collective intelligence and regular communication.Details of the schedule can be seen in the schedule (see GANTT chart). This schedule will be used as a base for the overall project management and tracking of the project milestones. This methodology also mean that steps must be realized in time bound manner as any lateness or missing parts can have direct influence on other partner work. The following methodology will be applied: Plan, Do, Check, Act. The main outcomes of the project will be: four transnational meetings, four outputs, two training events and four multiplier events. All outputs will be available as OERs.Adult educators will:-Develop new skills and knowledge in key concepts of human rights of young adults minority, which is an important issue in Europe right now and on the role that adult educators can play and so raise the impact of their work. - Reinforce practical methods, tools and practices that they can adopt and adapt to their context and so make it easier to protect human rights of young adults minority and promote tolerance and equality. This will happen through the specific skills that they will acquire through the TEs (C1&C2) and the other projects outputs.-Raise participants' capacity and motivation to apply new methods and implement local multiplying events.-An increased network with colleagues from other countries and organizations with the common goal of developing quality projects in the future.-Improve their abilities to deal with new situations and unexpected ones, thanks to specific skills in working with young adults through non-formal and formal education.-Act as multipliers of knowledge acquired in their local area, especially of other Erasmus+ projects giving educational opportunities to the young adults of the local context.-Present Erasmus+ framework and capacitate the participants to take advantage of future learning, mobility or volunteering opportunities.

<< Background >>SMEs have been the lifeblood of the European economy, accounting for more than two-thirds of the workforce and more than half of the economic value added (Eurostat). Yet the results of a recent McKinsey survey, conducted in August, 2020, of more than 2,200 SMEs in five European countries—France, Germany, Italy, Spain and the United Kingdom—indicate just how hard their prosperity has been hit by the COVID-19 crisis and more than half of those surveyed worry they might not be in business in 12 months. However, already before COVID pandemic, every year in the EU 200 000 firms go bankrupt, resulting in over 1.7 million people losing their jobs (EU Directorate-General for Justice and Consumers). Thus encouragement of continuing entrepreneurship, even after failure which is not due to dishonesty, is seen as essential to the health of Members States’ economies and the efficient functioning of the internal market. Moreover, despite previous business failure, many failed and ex-entrepreneurs would like to create a new business, but they face numerous obstacles in doing so. Many entrepreneurs feel discouraged to re-start due to the stigma of failure and/or difficulties or discrimination faced after a bankruptcy. In addition, “failure” has an important secondary effect on entrepreneurship: many “would-be entrepreneurs” do not start a company because of their fear of the consequences of business failure. Consequently, it produces negative effects on economic growth and employment creation in the European economy.EU Internal Market and SMEs supporting entrepreneurship already contains some references to second chance policies. However, until now this concept is almost completely absent from VET provision. Indeed, many times VET providers offer uniform services to both failed and ex-entrepreneurs and first time entrepreneurs while different situations should require a different approach.<< Objectives >>Consequently, the main aim of “Give them a second chance (G2C)” is to support the development of second-chance entrepreneurship attitude and initiative and provide a path for entrepreneurs whose first businesses have failed or been not successful to re-enter the market. G2C specific objectives:• Encourage failed and ex-entrepreneurs to learn from their past experience by providing them with the right tools for understanding reasons behind their failure, their entrepreneurial potential and attitude. The Online self-assessment tool (project result 2 (PR2)), that is an online interactive tool, will help them to identify their strengths and weaknesses, with potential of improvement for the purpose of continuous learning.• Support failed and ex-entrepreneurs in developing their competences for re-build a successful business. This will be achieved through the use of innovative digital education contents and digital technologies, partners will create an online course in the forms of e-learning modules (PR3) accessible through an Online Platform (PR1), which will provide failed and ex-entrepreneurs the competence to prevent from crisis and to re-start their business activity.• Provide VET teachers, educators, trainers and mentors with a full set of educational resources for helping and assisting failed and ex-entrepreneurs. • Promote and support the creation of SMEs support policies by policy makers, for facilitating the return of failed and ex-entrepreneurs back to business. This will be achieved through the realization of the Guide - How to keep entrepreneurs healthy and alive (PR5).<< Implementation >>In G2C will be performed the following activities:-Dissemination & communication activities:•The setting up of project website which will contain track of all project activities and PRs.•Setup of project social media channels and online dissemination activities, logo and graphical identity;•Blogs and project newsletter;•Local dissemination events and workshops (A6) etc.•Online awareness raising campaign (A7)-Four project transnational meetings will take place. -Five Project PRs: •Online Platform (PR1). An online platform will be set up, using open source software, in order to create an online space as connection for project target groups and for containing the Online self-assessment tool (PR2) and e-learning modules (PR3). The PR1 will ensure the visibility and promotion of G2C e-learning modules for empowering failed and ex-entrepreneurs and diffusion of the PRs, during and after project life-cycle.•The Online self-assessment tool (PR2) will help failed and ex-entrepreneurs identify their strengths and weaknesses, with potential of improvement for the purpose of continuous learning. Through the self-assessment quiz and spider diagram, failed and ex-entrepreneurs will have the opportunity to understand and self-reflect on the reasons behind their downfall, learning from their past experiences, and educate themselves towards a more successful future. The PR2 will assist the entrepreneurs to define which characteristics are needed by an entrepreneur to succeed.•E-learning modules(PR3). The PR3 will be an online course which will help entrepreneurs to acquire relevant knowledge to prevent from crisis and to re-start their business activity in case they failed in the past. The PR3 will include video materials, reading materials, assessment through quizzes and assignments at the end of each module. The PR3 will be accessible through the online platform (PR1) and users (entrepreneurs) before starting the e-learning will have to take the Online self-assessment tool (PR2).•The Manual to be a mentor for second chance entrepreneurship (PR4) will be a comprehensive tool targeted at professionals working on VET centers, chamber of commerce, vocational schools and NGOs willing to become mentors for failed and ex-entrepreneurs. The PR4 will aim to provide the necessary knowledge and skills to mentors to deal with failed and ex-entrepreneurs (mentees) and effectively help them to return successfully to economic activity, avoiding the past mistakes which brought entrepreneur to failure. Before the official release, the PR4 will go through a pilot testing that will take form of a staff training event (C2).•The Guide - How to keep entrepreneurs healthy and alive (PR5) will target policymakers at local, regional, national and European level. The PR5 will focus on informing policymakers about failed and ex-entrepreneurs as a possible target group for SMEs support policies, proposing possible mechanisms, which can be used to prevent entrepreneurs from failing, help to smooth bankruptcy procedures, and facilitating the return of failed entrepreneurs back to business.-Two mobility activities (C1, C2). Following:• Blended mobility for VET learners (C1). (BM, C1) (month 13)• Staff training event (TE, C2) (month 22)-Twelve multiplier events. The G2C partnership will organize twelve local conferences in all partner countries. Each local conference has the aim to reach the higher number of stakeholders, foster the use of PRs and raise the impact of the project.<< Results >>IMPACTS ON PARTICIPANTS / TARGET GROUPSFailed and ex-entrepreneurs will:-have an attitudinal changes and improved risk management skills, preventing some aspects of entrepreneurial failure and be able to deal correctly with it, overcome stigmatization and ability to relaunch their business.-count a structured way to understand the reasons of their failure and what to improve through the online self-assessment tool and spider diagram (PR2) as well as to develop the necessary skills to come back to business or avoid failure through the e-learning modules (PR3).-Become accustomed to the ongoing need to update their entrepreneurial skills.-Share their knowledge and skills with their peers through positive action.VET trainers, educators, teachers and mentors will:-Count on a full set of educational resources for helping and assisting failed and ex-entrepreneurs. -Deepened self-awareness and enhanced motivation to continue VET learning process for entrepreneurs-New acquired capacity to strength initiatives to promote second time entrepreneurship, facilitate a safe space for dialogue in order to bring the voices of failed and ex-entrepreneurs to policy makers on a local, national and European level.IMPACT ON PARTNER ORGANIZATIONS-Counting on tools and knowledge to assist entrepreneurs when failure or business closure occurs.-The project results will be integrated into the management and/or pedagogical/curricular framework and practice of project partners, which deliver their activities to thousands of people every year.-Partners will be able to develop innovative learning pathway and educational programmes to focus on the development of VET programmes for failed or ex-entrepreneurs, by implementing plans to support their return to business activity.-Gain a renewed visibility at local and national level as a point of reference for SMEs and entrepreneurs.-In the frame of the project they will explore the potential of advocacy to attain important VET sector objectives.-A new capacity to create a cross-sectorial cooperation among different organizations working in VET such as NGOs, SMEs and chamber of commerce, actors which have a strict correlation with their territories, which through a synergic work can help SMEs and entrepreneurs, combining their different resources at their disposal.

<< Background >>“Preserve peace, prevent conflicts and strengthen international security” (Article 21(2), Lisbon Treaty) is one of the EU’s core values and it is a transnational issue which involve all countries of the world. “The Global Strategy for the European Union’s Foreign And Security Policy” have clearly established links between education, conflict and peace. Higher education is not exempt. Indeed, education plays an imperative role in peace building; if a university student (learner) is educated he/she not only understands and possesses academic knowledge, but also acquires moral values, norms, etiquettes, proper code of conduct, decency and effective ways of communication; education will enable him/her to find out means to resolve the conflicts in an effective manner without being aggressive. Through an effective peace building education, students become more effective communicators, more engaged citizens, and learn to think critically about the relationships between local and global issues. These skills are all vital to building peace in a world full of conflicts. However, much of the current educational provision is offered piecemeal, disconnected from other relevant learning opportunities. There is no clear guidance for students on the skills and competencies they should acquire and no easy way for them to combine courses strategically. Indeed, students who wish to learn about peacebuilding and develop their skills in this area can turn to a range of learning providers. These include formal educators, such as universities, and non-formal educators, such as NGOs. Collaboration between these two learning providers is often challenged by differences in pedagogical perspective, underpinning ethos and teaching methodology. So, the immediate consequence is that these educators are disconnected from one another, with a particularly huge gap between formal and non-formal education providers.<< Objectives >>Following, DACG will provide the educators new innovative tools and competences to develop competences and enhance students knowledge by using an integrated learning approach, which will encourage university students to question, reflect and increase their decision-making abilities, grounded in ethical and peacebuilding values. All of this will be achieved through integrating two different teaching (formal and non-formal) methods and partners experiences. Indeed, the DACG project will consider formal and non-formal education as a part of a lifelong learning process and do not separate these different methods, stressing the necessity of an integrated approach for peacebuilding education. Indeed, formal education is usually criticised for lacking interactive methods for learning and that the one-directional process limits the involvement of the student in the overall learning process, while in contrast, non-formal education methods promote active learning with participation of the student within the knowledge building process. Therefore, the integration of both approaches is vital for a complete cognitive experience by the student (learner).<< Implementation >>Following a schematic and chronological description of the main activities of the project:Phase 1: Nov 2021 – May 2022 -Kickoff meeting -Project management & Coordination activities -Development of Mapping study -Development of eLearning platform -Realization of dissemination activities.Phase 2: June 2022 – February 2023-First intermediate meeting-Project management & Coordination activities-Realization of dissemination activities-Development of the Online course -Realization of the Blended mobility (BM) (C1)-Multiplier events – First Conferences.Phase 3: March 2023 – October 2023 -Second intermediate meeting-Project management & Coordination activities-Realization of dissemination activities-Development of the Toolkit for Educators-Realization of Short-term joint staff training event (C2)-Development of Alliance Roadmap -Multiplier events – Final conferences -Final meeting which will take place after the final conferences.<< Results >>DACG will have a big impact on partners organizations and in general on all formal and non-formal educational stakeholders with interest in peacebuilding education:-Educational process will be improved, assure the use of modern teaching methods based on an integrated approach, as well as the use of IT technologies, e-learning, in delivering peacebuilding education.-Universities will have a better connection with the social and community environment and so have a better identification of the competence requirements for a student approaching peacebuilding related studies.-The PRs will be integrated into the management and/or pedagogical/curricular framework and practice of the participating organisations. -A new capacity to create a cross-sectorial cooperation among the universities (formal sectors) and the NGOs (non-formal sector), which will lead to a decrease in the differences between the two learning providers. -Universities will promote new researches in the field of peacebuilding integrated learning approach and scholarly debate will be fostered.-The new connections between participating NGOs and universities will allow NGOs to attract more young people to their social services, to have access to more funding opportunities and to have recognized the value of education provided.-Universities will benefit of DACG PRs for upgrading their educational offer and upgrading their university curriculums, taking the opportunity to create new degrees or single courses as well as university staff will also learn how to use new methodologies. New collaboration between Universities and NGOs will start.-NGOs and any other entities working with young people, university students. They will count on new educational tools and resources (OERs) about peacebuilding to offer young people participating to their activities.-Public educational authorities could include PRs in their local programmes for young people or create incentives and funding programmes for formal and non-formal educators to work together.-Policy makers. They could use the PRs during the shaping of relative national policies and systems.

The cultural and creative sectors (CCS), crucial for the European economy and the well-being of its citizens, has been profoundly wounded by the measures taken to fight the spread of Covid-19 pandemic. The pandemic particularly threatens the future of artists, creators and cultural operators, who are severely impacted by the enforcement of social distancing measures and the consequent postponements, cancellations or closures of events, live performances, exhibitions, museums and cultural institutions. Additionally, cultural employment is precarious by nature, across the EU, almost one third (32 %) of the cultural workforce was self-employed in 2019, compared with an average of 14 % for the whole economy (Eurostat, 2020). So, the sector includes a high range of independent and freelance artists and creators, which often do not necessarily benefit from social protection and unemployment schemes.On the other hand, it is a fact that in this year of pandemic the demand for digital cultural content and e-sales of cultural goods and services have grown among EU and world populations. To address cultural needs, cultural institutions such as concert halls, opera houses, theatres and museums have made their productions and exhibitions available online. They are joined by individual artists, actors, singers, visual artists, or event musical ensembles, who stream their current or past work. Questions however remain if cultural sector workers have the capacity to go digital and continue their activity (particularly in CCS where employment is precarious) and if the digital divide as concerns equipment, the quality of connection and skills, will deepen social and professional inequalities. A digital shift is strongly affecting the cultural sector, but digital skills are usually the domain of young workers (15 to 40 years old). Indeed, it is important to consider that 57.2% (Eurostat, 2020) of cultural workforce is over 40 years’ old, so there is a high proportion of adult workers. However, mass digitization together with emerging technologies such as virtual and augmented realities can create new forms of cultural experience, diffusion, and new business models with market potential that adults involved in CCS can take advantage of. Therefore, there is a need to enhance the digital skills of adult workers involved in CCS.Digital Creative Minds (DCM) project aims to create a sustainable and efficient education program dedicated to adults learners with low digital skills involved in CCS. DCM will enhance awareness of the need for training in digital skills for the CCS and will focus on openness and inclusive in education. DCM will involve the use and development of an open online course on Digital Skills and Social Inclusion for CCS, built as a Massive Open Online Course (MOOC), an innovative adult educational program available in English and all partners languages as Open Education Resource (OER) and accessible to adults with limited digital skills.DCM partners, which will be adult organizations and municipalities will realize the following outputs:- Digital Competences for CCS guidelines- Online platform-MOOC courses-Position Paper on training investments and OERs for raising digital skills in CCSThe project will be an item on the curriculum of each organization and it will be incorporated in the learning and pedagogical activities of all project partners. The main idea of this project is to bring innovations and better quality adult work and new high level adult work services to adult learners involved in CCS. Following, the project will have direct, positive effects not just on project target group but also on partners’ organizations and their staff of adult educators as they will acquire more specialized knowledge on adult learners and on the importance to acquire digital skills to effectively work in CCS.Adult learners will be introduced to the MOOC courses (IO3), a self-regulated learning available as OER in English and all partners languages. By scaffolding their further development, the MOOC courses (IO3) will not just increase their digital skills but also increase the success rate for adult learners involved in CCS from vulnerable socio-economic classes (who can have better access to know-how).