"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 aim of the project was to improve the quality of youth work during the implementation of the EVS (now ESC) European Voluntary Service projects. The objective was to create tools supporting the implementation and implementation of EVS/ESC projects (mobile application and its paper equivalent) and training module, a model of training how to implement these tools in work with a volunteer. The project was addressed mainly to entities involved in the implementation of EVS/ESC projects (org. Sending, hosting, coordinating and mentoring). Thanks to the created tools, the applicant intended to improve the quality of the implemented EVS projects in such a way as to facilitate the reflection process on the learning outcomes and to facilitate filling in Youthpass, developed standards of monitoring and quality of the competences acquired by the volunteer and their evaluation (both on the part of the volunteer and other entities involved). The aim of the project was also to promote ICT tools in youth work. The most important RPI resulting from the project activities was the mobile application I-develop, addressed to volunteers and organizations involved in the implementation of EVS projects, which can improve the work in the implementation of EVS, and thus will contribute to the improvement of the quality of these implementations. Another RPI is Learning Grants - volunteer organizer. Learning Diary has similar assumptions and goals as the I-develop mobile application, its purpose is also very similar. The need to produce a paper version of the application arises for several reasons: 1. work on volunteer positions without access to modern technologies and the Internet (Nepal, India, Vietnam, poorer areas of Eastern Europe) 2. Projects for EVS volunteers with fewer opportunities, especially on the economic level - not having a smartphone and/or laptop. In addition, a training module of a workshop nature will be created, using non-formal education methods (its scope includes training on the implementation and use of Learning Diary and mobile application I-develop- main RPI, generated in this project. The module is especially useful for multipliers and is used for dissemination, promotion and assistance in the implementation of the proposed tools. The module fully allows you to get acquainted with the assumptions and possibilities of the generated tools. The project covers the following topics: - Evaluation in EVS projects - its meaning and importance, evaluation tools and methods, evaluation types, evaluation of competences resulting from mobility, project, work, self assesement, Youthpass, - Key competences, - Types of competences, competence assessment, - Role of the organisation: sending, hosting and coordinating in the volunteer learning process - Analysis and collection of data resulting from evaluation, valuable data processing, - Methods of obtaining information, feedback (also based on non-formal education), use of games (e.g., e.g., games), - Methods of obtaining information, feedback (also based on non-formal education), use of games (e.g., Dixit) Creative Reports - in the context of evaluation - Reflection on learning process - improvement - Youthpass.

This project was set after the partner organisations (EURODESK multipliers) recognize the need of introducing and developing non-formal methologies of coaching, as methods to provide career support and guidance among young people (from early ages), from a preparatory stage of support in matter of recognition of own potential and talents, personal development and self-discover; additionally to a sustainable approach (among youth) of career guidance, support and empowerement of young people to develop skills recognized as the ones which unlock individual potential and maximize their performance. As the partners recognized that the formal system of education is, in most part of Europe, based on standards of learning, one method fits all and hard skills learning, then the gap between the learners needs and their interest in understanding their deveopment has grew. The schools are the place where young people spend most of their time; and as recognized, the staff in formal education lack knowledge and methodology to deliver support for young people. This project also recognizes that youth supporters&youth workers are not ready to provide guidance; plus they do not know, most of the times how to involve young people in a learning process of self-development, mostly not making use of non-formal education methodologies, which can be a crucial key for learning in this area and in this stage of life (children and transition from childhood to adulthood). That was the reason the partners gather together - as they recognized this as a cross border issue, which can be worked out to provide impact in youth workers, educators, teachers, young people, pupils and children as well.The project can be summed up this way:A. NEEDS ADDRESSEDOrienting is the process by which the person is placed in a position to know himself and the environment to make informed choices in conditions of autonomy, both in the direction of the future scholastic choice and oriented towards the labor market.More often, there is a need for a good orientation which leads to realization rather than frustration and so, it's a tool to prevent early school leaving, drop-out and NEETs.As the research lead us, there is actually carrier guidance programs in IT, PL& SP which are addressed to students and NEETs. These programs are usually adressed for 16+ years old. However, there is a lack on guidance tools to be used before this age.In the face of the ever-increasing number of drop-outs and NEETs and the failure of outgoing career guidance programs, it's very important to start guidance programs before 16 years old, when self-identity is being defined using the self-discovery and self-design mechanisms, through an evolutionary continuum that contributes to building an increasingly defined personal image.B. OBJECTIVESIn the light of above considerations, project aims to pursue the following:1. to create a sustainable practice focused on orientation and didactive method in order to develop self-awareness and self-entrepreneurship in youngsters to reduce NEET problems.2. to implement orienting behaviors that support youngsters in their individual growth, especially in what concerns maturity:- knowing how to listen/ aknowledge and recognize, or raise awareness on the importance of active listening;- to motivate educational choices to the students in order to stimulate and encourage the development of decision-making autonomy; placing youngsters in situations of cognitive conflict so that they can develop problem-solving strategies on their own.3. provide theoretical support to teachers for the acquisition of skills to identify resources, needs and difficulties in youngsters;4. provide theoretical support for the planning of strengthening, development, in-depth analysis, recovery and support in the educational fieldC. TRANSNATIONAL DIMENSIONInvesting in orientation activities represents a valuable means through which partners can build capacities and develop innovative ways of connecting nonformal and formal education environment, to the work and improving the skills for labour market through and innovation activities. In promoting efforts in orientation and education. In order to be successful, investments and actions in this area have to develop in aa European citizenship approach, based on tackling of common challenges and for this reason, we rely on collaborative actions. This guidance and awareness of own-development and feeling of self-realization leads to active participation, tolerance and definition of the society in a political, educational and social level; as consequence, leading to a more inclusive society, in which young people are well aware and equipped to understand, develop and work on solutions according to own needs and societal needs, in a holistic approach.

"ROBOT CITY is a project that helps to encourage young people to explore the world of robotics. We have set up an interactive multimedia introduction to the world of robots and coding and provided a simulator to test how giving instructions to a robot works, as well as setting up a robot city, a virtual city that allows young people to showcase robotics projects. Additional materials have been provided, such as a manual and videos to be able to explain and use the Robot City application easily. Europe, as a knowledge society, needs many more minds capable of building and developing new technologies, so it is very important to get young people interested in a topic like robotics. The report ""New priorities for EU cooperation ET 2020"" states that ""knowing how to code is empowering. It allows us to understand the digital world we live in and to shape it. Basic coding skills are essential for accessing the jobs of tomorrow and today"". Unfortunately, it is very difficult to integrate robotics into national curricula and even if there is the will to do so, in most countries there are not enough teachers available with the skills to do so. Therefore, to keep up with the high demand for programmers and engineers, it is crucial to explore non-formal approaches to learning, especially if young people can be motivated to learn the required skills themselves and go beyond where teachers can take them. We have gone in this direction with the Robot City project, as we have created the app, available through the play store for free, tested it with teachers and young people and found that it perfectly meets the objectives of supporting robotics learning. It also allows self-managed learning, something that has been vital in this pandemic situation. Now more than ever it has been demonstrated that we depend on computer tools more than we had thought and that it is necessary to work on them, especially to support young people in their learning. With ROBOT CITY we are not just creating another curriculum to teach how to program robots. Instead, we focus on generating interest with an interactive video that allows viewers to choose a robot in a virtual world called ROBOT CITY and points them to a variety of sources to get involved in robotics. The simulator that has been created provides an opportunity for beginners to test ideas and practice their skills. It offers a way to enter the world of robotics without the monetary investments involved. Once students reach a point where they can build their own robots, the project provides them with a virtual city, a place to showcase the results of their work. In the virtual robot city, students can claim a space for their project, so that they can be inspired by the work of other young people in Europe. Both the simulator and the virtual city are available in the languages of the project partners: Spanish, German, Greek, Portuguese and Polish, as well as English, of course."

BACKGROUND AND PROBLEMThe Let’s Grow Together! - New paths for social inclusion project seeks to address social exclusion resulting from the scarcity of alternative, innovative and participatory methods for the development of key competences in children and young people.A significant proportion of children and young people are extremely unmotivated to learn by the methods used in the formal education system (traditional approach of knowledge transmission following a pre-defined program), which has serious consequences. The ultimate consequence, however, is the increase in the number of socially excluded children and young people, especially those with fewer opportunities, because of the lack of support and means to overcome the many obstacles in their lives.OBJECTIVES1. Promote the social inclusion and equal opportunities of children and youth by providing new methods of developing key competences and common values, complementary to those employed by formal education and training systems;2. Encourage sharing among participating organisations of innovative and participatory methods and practices (based on sport, art, digital media and/or non-formal and informal learning) aimed at enhancing competences and learning in children and young people to subsequently devise (and apply) a basic methodology that effectively promotes their full development and equal opportunities;3. Create and/or strengthen collaborative networks between organisations active in the field of art, sport, politics and/or non-formal, informal and formal education of children and young people;4. Increase the capacity of organisations (and their staff) to operate at transnational level and to implement joint initiatives aimed at promoting participatory, alternative and attractive learning methods.ACTIVITIES, PARTICIPANTS (NUMBER AND PROFILE)1. Project design, management and preparation- 2 elements belonging to each organisation;- Group of children and young people from each organisation: the reference number that will be used will be the 20 participants, in which at least 5 will be children and young people with fewer opportunities.2. Transnational meetings- 2 elements belonging to the participating organisations, preferably those with project management and implementation functions.3. Training course- 2 youth workers from each organisation.4. Local events- Same as activity 1.5. Presentation - local dissemination event- Same as activity 1.6. Blended mobility- 1 youth worker from each organisation (to track and facilitate engagement and interaction between participating youth, preferably mentor) + 5 young people with fewer opportunities from each organisation (selected from and by the youth group with whom organisations work locally).7. Closing - local dissemination event- Same as activity 1.8. Project monitoring and evaluation- Same as activity 1.METHODOLOGYThe preferred methodology in the project will be non-formal education and informal education, as complementary methodologies to formal education.They will be participatory, inclusive and innovative methodologies in the process of developing key competences in the participants.RESULTS AND IMPACTS- Basic, participatory, innovative and attractive methodology for the development of competences in children and young people, which can be adapted to various territories and social contexts at European level;- Developing the capacity of participating organisations to design, implement and participate in projects and initiatives at national and/or transnational level;- Development of collaboration networks;- Empower youth workers from participating organisations with crucial competences to improve their intervention with target groups;- Empowering participating children and young people with key competences for their full development as European citizens, in line with the recommendation of the Council of the European Union (22 May 2018) on key competences for lifelong learning.