Creativi108, committed to promoting tolerance and mutual respect, as important features of the European Community, with the Aşîtî Games project intends to combat a reduction in terrorist actions according to a positive example of integration and peaceful resistance between citizens of different ethnicity and religion. Generating, therefore, useful tools for the prevention of religious extremism among young people. The project took place in 4 European cities in the first phase. The Boot Camp, proposed in Bologna (IT), involved 12 young operators of young workers as creators and designers of Urban Games concerningthe theme of the project. The games created in Bologna were tested in the cities with events that involved citizenship. In Bologna 100 citizens, in Valencia around 50 in Loulè 30 while in Opole participated young people from second grade secondary schools, about 40. Creativi108 developed a non-formal education methodology: Canvas Urban Games present in the tool kit. Useful for guiding game design processes in the context of collaborative learning.Participating youth workers will use these tools in their organizations. The partnership has allowed the spread of the manual with useful tools for other news. The project will continue its journey towards specific training for teachers, the document will be shared on the Saltho Youth platform and will continue with an Echad Urban Games project in Venice 2019/2020. Long-term beneficiaries will beyoung people, local authorities and citizenship involved in the dissemination, implementation of the design model and in the events that Creativi108 is planning to carry out. The methodology will be used for the prevention of religious fundamentalism and religious literacy for a democratic and civil life in Europe. # EUARE2020 in June, promoted by the European Academy of Religion held annually in Bologna.

"Celem projektu ANCHORS FOR THE FUTURE jest jest stworzenie i upowszechnienie innowacyjnych materiałów edukacyjnych dla pracowników(czek) młodzieżowych, aby zapobiegać nierównym szansom ze względu na płeć na rynku pracy (w oparciu o badania i doświadczenia dziewcząt i młodych kobiet z krajów partnerskich). Aby to osiągnąć, konsorcjum koncentruje się na stworzeniu, przetestowaniu i upowszechnieniu innowacyjnych materiałów edukacyjnych – tak aby pracownicy(czki) młodzieżowi byli(ły) w stanie pomóc dziewczetom rozwijać kompetencje konieczne do „zakotwiczania się”.„Zakotwiczanie się” to proces poszukiwanie przez jednostkę istotnych dla niej punktów odniesienia i oparcia, które pozwalają jej osiągnąć relatywną psychospołeczną stabilność w otaczającej ją rzeczywistości.Kompetencje, dzięki którym dziewczęta będą potrafiły budować wiele różnych, stabilnych kotwic:- poczucie sprawczości- świadomość własnych zasobów, proszenie o pomoc, poszukiwanie sojuszniczek (ków)- myślenie krytyczne- podejmowanie własnych decyzji- zgoda na brak doskonałości, prawo do błędów.Produkty i rezultaty:-platforma on-line z kursem o istniejących metodach związanych z ""zakotwiczaniem się"" wraz ze wskazówkami do zastosowania w lokalnej społeczności. - stworzenie gry, która powstanie w czasie projektu - do wykorzystania przez pracowników młodzieżowych i pracowniczki młodzieżowe. Po zakończeniu projektu – będzie częścią platformy z kursem.- „Sparks” raport z wnioskami z zachowań dziewcząt w różnych środowiskach – jaki wpływ ma zastosowanie gry i metod zakotwiczania się na w różnych grupy dziewcząt.Wydarzenia upowszechniające rezultaty: 4 wydarzenia w krajach partnerskich. Weźmie w nich udział minimum 150 osób zainteresowanych wdrożeniem nowej metody powstałej w wyniku realizacji projektu.Powstanie WWW, profile społecznościowe (1 główny + aktualizacje u partnerów), newslettery (1/kwartał)"

In the society of knowledge, life chances of people are increasingly conditioned to educational credentials. Accordingly, the OCDE and the European Commission identify the access and the end of elementary school as a way for social inclusion. However, early school leaving is a common problem in many European countries. Although the vast majority of European countries have implemented strategies to minimize leaving in elementary school, the changes seem not to be enough. Thus, an educational system thought to be inclusive and equative cannot allow the normalisation of today’s percentages of early school leaving.In this context, the general aim of CROSSROADS project is to develop a Toolkit for teachers gathering innovative methodologies, strategies and good practices aimed at reducing early school leaving caused by the impact of the intersection of different axes of inequality (gender, origin, social class, ethnicity, sexuality…), in the period between Compulsory and Post-Compulsory Secondary Education.The main activities of the project are: an Internal training (which will allow the partners to test methodologies and to exchange learnings and experiences); Focus Groups with Teachers and Focus Groups with Youth at risk of early school leaving (in which they will discuss the first draft of the Toolkit to guarantee that it takes into account their perspectives); the Exchange of Good Practices Seminar (which will include presentation of good practices, roundtables and field visits); and a Main Dissemination Activity (in Belgium) and National Dissemination Activities.The main result of the project is the Toolkit for teachers, gathering innovative methodologies, strategies and good practices to prevent early school leaving, from an intersectional perspective and taking into account the voice and experience of youth at risk of early school leaving. The Toolkit will be available in the project and the partners’ websites and it will be published under a Creative Commons licence to promote its use and dissemination. CROSSROADS targets three types of participants. The first one is teaching staff committed to prevent early school leaving. They will participate in Focus Groups carried out in the four participating countries (Spain, Poland, Croatia and Belgium), apart from attending the Exchange of Good Practices Seminar and the dissemination activities (100 participants in total). The second target is youth at risk of early school leaving due to their position in the intersection of different axes of inequality (gender, class, origin, sexuality and urban/rural). This target will participate as well in Focus Groups carried out in each participating country and will be invited to participate in the Seminar and the dissemination activities (150 participants). The third target are other stakeholders committed to the prevention of early school leaving, like Public Administrations, NGOs, experts and Media. They will be invited to the Seminar and the dissemination activities (80 participants).As a result of the project, teaching staff will have a Toolkit with innovative methodologies and best practices based on the experience of organizations working on the field and taking into account the voices of youth from groups at risk of early school leaving. Local and regional education authorities will have training material aimed at preventing early school leaving that they can disseminate to schools and Faculties of Education will be able to use the material in the training of future teaching staff. The main objective of the dissemination strategy of the project is to promote the distribution and use of these materials as much as possible, which will also be disseminated in international and national seminars held within the project framework, as well as in the distribution of newsletters and dissemination. Content on various social networks, such as Facebook, Twitter, Linkedin and mobile device applications.The expected impact of the project in the long term is: to contribute to increase the visibility of the needs of different social groups at risk of early school leaving in the definition of specific methodologies for educational career guidance from an intersectional perspective; to increase the awareness and training of teaching staff regarding inequalities in education; to strengthen the transnational network of entities that are committed to prevent early school leaving; and to improve the knowledge and competences among teaching staff in European countries, through the dissemination of the Toolkit.

"<< Background >>Choosing a career, teenage girls often reject masculinized occupations (ie those in which there are more men than women, or are considered ""masculine"" in the social consciousness). This applies to both vocational and higher education. Girls do not take these occupations into account, despite the fact that they are in greater demand on the labor market and are associated with better wages, as research shows.This is due to the stereotypes young women encounter from an early age. Due to their beliefs about their own abilities and predispositions (deepened by the formal education system), they have a very limited career path.Young women, after graduating from education, decide to take up a profession that requires them to give up one of the social roles assigned to women (responsibility for running a home, raising children, etc., caring for parents, etc.)<< Objectives >>The aim of the project is to create tools and work out a working method for youth workers and popularize them in order to encourage girls and young women to work in masculinized professions (i.e. those considered stereotypically performed by men), and thus - to improve their situation on the market work.<< Implementation >>3 training sessions and the development of 4 intellectual results have been planned, which will allow for:- mutual learning of partners, acquisition of new competences and exchange of good practices- preparation of a city game with the necessary materials- dissemination activities so that as many people as possible benefit from the project results.<< Results >>By analyzing the research results and talking to our partners about the situation in their countries and their experience with the above topic, we want to:-increase the interest of girls in masculinized professions- spread the belief that the profession has no gender-create a method for a ""safe space"" (how to create conditions for working with girls so that they feel safe and thus are not afraid to try their hand and break the stereotypes that have been planted in their heads)-create a universal tool - an urban game - that can be adapted to your needs, but which will respond to the needs identified by us"