Strategic partnership Social ARTst.ART is an international project that aims to promote and introduce the idea of art-based social entrepreneurship for young people with fewer opportunities.Partnership involves organizations coming from Poland, Italy and France.Background:Filipe M. Santos in his book A Positive Theory of Social Entrepreneurship in 2012 stated that social enterprises can carry out initiatives that complement broader structural responses to the challenges faced by those living at the last mile, creating a “multiplier impact effect” as they help different groups of people, incl. vulnerable groups and generate positive externalities and positive impact for the people with fewer opportunities. This was written in 2012 but it is extremely of current interest during the COVID 19 crisis situation now, when we all are facing hard times, including young people with fewer opportunities., etc. We have chosen social entrepreneurship as a mean to help such people, because social enterprises as part of their social mission can provide or support the provision of basic goods andservices that enable people from communities to make a living or improve their livelihoods and at the same time use their creative abilities and skills, so to say have a complete self realization in life.The main aim of Partnership is to promote art-based social entrepreneurship among young people with fewer opportunities. The following objectives will help us to achieve our aim:- Start a productive network between Polish Foundation, Art association from Italy and social enterprise from France- Exchange good practices, methods and toolls of youth work between youth workers of 3 EU countries- To create and disseminate an on line platform about art and art-based social entrepreneurship, - Support personal and professional development of youth workers - Empower young people to start up own business, improve their employability- to find sollutions and possible innovative approaches to the challenges, which we all face in the times of unstable economic situation and pandemic crisis- Make young people and youth workers directly involved in project more self-confident, initiative,open-minded- Help young people to increase sense of entrepreneurship, especially social etrep.- develop digital skills in young people with fewer opportunitiesTarget groups:- young people, who would like to use their creative potential and be part of the art-based social entrepreneurship, so to have more possibilities to financially support themselves- young people with fewer opportunities, for whom involvement in international activities can be a great possibility to realize own needs, to strengthen understanding that all people can bring social value in spite of their background, capabilities etc. In our project we would like also to involve people with different types of disabilities.- all those who are looking for informational and practical tools on how to bring great social value and at the same time launch entrepreneurship starts ups, based on art and not only.Methodology:1.PM method of Waterfall. It refers to a sequential process. It’s called a waterfall system because the tasks flow down, and a task can only be started if the previous task was completed. Advantages are: Every task is completed within a specific period of time. And the model is easy to use. Perfect for Project implementation and following up.2. Collaborative working methods, which encourage mutual knowledge gaining and experience sharing cooperation.3.Methods of non-formal education, like work in groups, interactive discussions, team-building etc. 4.Pro-active and practice-oriented approaches based on experiential learning, learning-by-doing and best practices exchange.There are scheduled 2 Transnational Project Meetings in the Project. The duration of each 3 days + 2 days for travel (arrival and departure).+ 4 Educational blocks, which include study visits and blended activities of young people+ Evaluation meetingsWe get together with our partners like 3 pillars to implement and achieve our aim : Coopérative d’Initiative Jeunes from France, who have very rich experience in Strategic partnerships and can bring knowledge and skills on enlarging youth entrepreneurial spirit, innovative mindset in the VET system, integration for the young people + Italian partner The Grefti Association who can bring into this project great experience in art and creative sphere, exhibiting world class art from all over the globe and attracting the attention of a multi national audiences. And Polish Windmill Tree with great experience of members in youth work, empowerment and social inclusion. That is why we are sure we can realize this project with good current result and long term impact after the project implementation and completion.

The main aim of the project New start-ups is to promote the implementation of practical entrepreneurial experiences in education for the target group of the future start-ups among the students of the secondary vocational schools and by this way to improve the employability of the graduates of secondary vocational schools in their own businesses or their new employment in the states of the EU. The rationale of the project is to contribute the increase the employment rate in the states of the European Union, to support the courage of self-employment among students of secondary vocational schools and to support the creation of new businesses and creation of new jobs within them. Project partners have knowledge of the lack of practical transferable competencies, skills and knowledge in entrepreneurship of the secondary vocational schools' students who would like to start a business. The aim of the project is to develop, create and test practical intergenerational education workshops. The evaluation module will be prepared on the base of interviews with successful and experienced entrepreneurs and needs of vocational school students. It will be created on the basis of their knowledge needs for successful entrepreneurship or employment. The lectors and coaches of education workshops are not teachers but successful entrepreneurs. All consecutive intellectual outputs will be available at the project website in English and all three partners languages in created Education portal.The developed Evaluation module and Education portal will be offered to other vocational schools to extend their educational program.The project has 3 partners from the Czech Republic, Italy and France. The survey of competencies, skills and knowledge leading to success in business is done among 60 entrepreneurs, the survey of knowledge needs for business is done among 60 vocational school students (future start-ups). The innovative evaluation module with education portal will be tested in one classroom with 10 students in each partner country.

"Europe and the UK has a strong position in the creative industries, which have been one of the fastest growing parts of the economy and one of the fastest growing sources of employment in recent years. The UK also has one of the highest shares of the workforce in Europe employed in the creative industries. The project CAIR 4 YOUTH aims to support professionals in the youth sector in acquiring and developing creative sector skills in working with Coding, Artificial Intelligence and Robotics. There will be a focus on youth workers' skills development in fun and game-inspired, non-formal educational methods in these areas. The youth population is a particularly vulnerable group with regard to emerging technologies. Very little has been done to empower young people to critically engage the discourse surrounding the next generation of technologies that have a marked potential to shape their lives for better or for worse. Questions involve the intersection between artificial intelligence (AI) and youth (ages 13-30), in the context of domains such as leisure, education, health and well-being, and the future of work. The main objective of the project is to encourage various stakeholders — including policymakers, youth workers, and parents and caregivers — to consider how we can empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns. The objective is skills development for youth workers and subsequently up-skilling young people through non-formal methods.CAIR4Youth project methods include the development of three main outputs:1. A hands-on fun-packed training curriculum and workshops with non-formal approaches to Coding, A.I. and Robotics. Learning by building and Coding Robots and understanding A.I. through gamification in a non-formal and fun environment. The workshops will be the gateway for Youth workers to understand how Robotics, Coding and A.I. are used in the industry and why they need to teach these futuristic skills to the young people and how they should make learning fun for their students.2.A set of resources for youth workers on how to stimulate interest in coding, A.I., and robotics and how to support the introduction of these topics through non-formal educational methods– This will help professionals in Youth work to develop their own skills base. 3.A Methodology and Implementation strategy that promotes cross-sectoral dialogue and the involvement in the youth sector, in terms of supporting the training of staff, managers, youth workers at a local and regional level.A DIFFERENT APPROACHThe term “non-formal education” and its recognition on a global scale came about in the 1960s, when consolidated educational institutions had to face an economic crisis and received questions about their lacking ability to adapt to a new society. Since then it has been a driving force in education, not least in the digital age where young people have literally ""learnt how to learn"" and have taught themselves to become digitally literate. We believe that the project can contribute greatly to upskilling youth workers as facilitators. These methods, together with our approach to embedding transferable employability skills (as redefined key competences; EC, Jan 2018) within the informal learning content, will deliver an innovative practice to benefit young people in this digital era, and provide a project legacy of open educational resources for youth workersTHE NEED & DEMANDThe dynamic of the labour market has changed greatly over the last few years, and many jobs that are currently in demand didn’t even exist 10 years ago. The EC’s “White Paper on the Future of Europe” states that “young people enter society today will end up working in job types that do not yet exist”. Policymakers and employers put more and more pressure on educational providers to challenge them to adapt to the digital age and help their learners build transferable skills in order to respond to labour market demand. In order to respond to such a daunting future scenario, as youth organisations working with young people, we need to do more to equip young people with the appropriate skills for entering the labour market, address ""the need for an inclusive, lifelong-learning based and innovation-driven approach to education and training"" (EC, 14 Dec 2017), and provide them with the appropriate recognition for such skills whether gained non-formally or formally. The problem identified is the lack of skills, competencies, and knowledge in the area of Robotics, Coding and A.I. for youth workers and that the normal channel of consideration in the national school curriculum in most countries to support its introduction has failed to materialise. In its place, many youth organisations have filled the gap."

"<< Background >>The key priority of this project is the improvement in quality and recognition of youth work through the use of game-based learning to give youth workers the methodological approaches, best practices and motivation to empower young people through a learning activity (C2) to tackle climate change. Through this international cooperation, each partner institution will become more systematic and youth workers can acquire skills gathered from the experience of professionals and, therefore, recognition and validation of youth work will be achieved. Social and civic expression, planning of activities with young people and teamwork, support of non-formal learning, experience acquisition in managing activities, development of international skills and abilities will be pursued through this international collaboration, all aiming at enabling young people to become familiar with European tools connected to tackling climate change. The project will support youth workers in developing and sharing effective methods in intercultural dialogue, develop their competencies, set quality standards, ethical and professional codes, reinforce links between policy, research and practice, promote better knowledge about youth policies, recognition and validation of youth work, informal and non-formal learning at European, national, regional and local levels. The fact that the trainings and events will be certified with a Continuous Professional Development (CPD) status will add credibility and recognition in youth work, while increasing our outputs uptake.<< Objectives >>Having as a target group youth and youth workers, the following objectives are proposed: - To conduct field research/tracing analysis investigating the knowledge and awareness of youth on climate change issues, how they relate to climate change in different contexts and how to best engage and participate in actions to tackle this problem locally and internationally - To design, test and publish an innovative GBL training package for Youth workers that will guide and support them to provide quality training on target groups (youth) on climate change issues - To deliver training courses for youth workers on GBL, who in turn will involve youth in learning processes related to climate change issues, through games. International cooperation of partners within the framework of this project is an important factor that will allow partners to present, according to their expertise, complete training in skills and competencies needed to develop GBL as a tool to empower youth to tackle climate change. The field research will be carried out through the contribution of all partners will be invaluable, as it will present trans-European recommendations. Youth from different countries will have the chance to meet, exchange experiences, concerns and recommend common actions to tackle the negative impacts of climate change for a more sustainable future for them and the next generations. This will be the starting point for the delivery of a comprehensive tool for youth, having a trans-European character, which can be utilized as a means of rising voices, mobilization and policy dialogue development on a local, national & international level.<< Implementation >>Activities to be carried out with the support of the grant requested are: 1.Project and office management, including the purchase of office supplies, postage, print out of supporting documents such as reports, questionnaires, agreements, Logo design, informative leaflet and Poster, brochures; 2. Budget control at a national level by the administrative staff of every partner and centralized by the coordinator and the project’s financial assistant (budget monitoring will be prepared and distributed to the partners before the start of the project with a detailed timetable with short descriptions of every deliverable and name of responsible partner); 3.Creation of an online folder (cloud) for collaborative document sharing and work, managed by the Coordinator; 4.Reporting (every 6 months each partner will produce a progress report) containing information about: -Progress on deliverables -Costs incurred -Dissemination and exploitation activities carried out, quality of the results. -Progress reports to be used by the coordinator for preparing the evaluation, interim and final report to be submitted to the NA); 5. Day by day control to be carried out by the administration of each partner, who in turn communicate with the coordinator by email and/or Skype; 6.Organisational costs for meetings with partners’ target group, associated partners and other interested parties; 7.Contribution to evaluation, monitoring and valorisation activities (to ensure that the project results and deliverables will be sustainable after the end of the project and transferable to other geographical and socio-economic contexts, the realization of activities aimed at making able the project target groups to use the project output even after the end of the project contribution to dissemination activities, including the promotion of the project among local, regional and national stakeholders, media, target group representatives and other interested parties, publication on-line, if needed, costs of the press release, radio broadcast. 8.Regular contact with NA of P1 to prepare all formal documents with respect to EU regulations and principles and to assure smooth signature of the bilateral agreement followed by transfer of the first installment 9.Contacting associated partners and stakeholders to participate in local activities: establishing the tasks of each one of them, the involvement of the staff and of the specialists and experts, and the locations of the activities. 10. Monitoring and evaluation of project progress and achievement of project activities with respect of the ""Project Management Plan"", including the ""Evaluation and Quality Assurance Plan""; ""Dissemination plan"" and ""Sustainability and Exploitation plan"". Intensive and in-detail elaborated activities of the written material, project activities and final products will be carried out. All partner organizations will input a considerable amount of their own resources to ensure that the project management and implementation are of the highest standard. All partners will have a cascading dissemination strategy tailored to their local and national needs that is dovetailed to the project dissemination strategy; 11.Setting up the website and maintaining it, inviting new organisations, citizens from all over Europe in order to increase the number of users and ensure the use of results by a large number of institutions and the sustainability of the project; 12.Time management: A detailed Gantt Chart will be sent by the project coordinator in Month 1, showing the activities, sub-activities and the people involved in each, along with the relevant time framework. Discussion between the partner consortiums will be generated to finalize Gantt Chart and the time allocated for each planned activity. The coordinator will be also responsible to update the Gantt Chart on a monthly basis according to the progress of the work completed. 13.Organisation and implementation of project results.<< Results >>All the stages and activities of the project are designed based on the needs of the target group and on the long experience of the project’s partners. The methodology that will be developed and followed by the partners, will focus on the achievement of the project’s results. Effective project management is the key to the success of the project. It is very important for everything to be implemented on schedule and to define specific and measurable objectives for the project in general, as well for every phase (planning, preparation, implementation, evaluation, dissemination, etc.) of the project and every activity. All the material will be developed with the contribution of all partners, with activities aiming to empower young people to engage in environmental governance, including climate change governance. The project results are directly linked to project results and activities carried out within the project implementation period: 1. The Games4ClimateChange field research/tracing analysis (PR1) investigating the knowledge and awareness of young people on climate change issues, how they relate to climate change in different contexts and how to best engage and participate in actions to tackle this problem locally and internationally, the Best Practices Guide on Outdoor Games to tackle climate change (PR2), a Board Game on Climate Change (PR3) and a Serious Game on Climate change (PR4), all interconnected; 2. A minimum of 10 trained (C1) Youth workers (2 from each country+minimum 2 at a local level) to learn how to utilize GBL in youth learning of climate change issues in C1 short training event for youth workers; 3. A minimum of 15 youth learners (3 from each country+minimum 3 at a local level) to participate in GBL processes to increase their learning related to climate change issues locally and globally; 4. 5 multiplier events (4 multiplier events and 1 Final Conference) to promote the project, its project results and its outcomes among Youth workers and youth learners and other stakeholders (organisations involved in climate change and sustainable development, youth organizations, policymakers and reformers, youth workers/trainers/educators working with young people, etc) (E1-E5). Other expected results of the project include: - Each partner will have the opportunity to learn about GBL as practiced in each partners’ country, exchange good practices and experiences, develop common recommendations and guidelines and improve their learning of climate change issues through fun, motivating and stimulating GBL environment; - Formation of friendly relations between youths from different countries, exchange of experiences and challenges they face regarding the impact of climate change in the local environment and in their country in general, and mutual support; - The project will facilitate the collaboration between key people (trainers, specialists, experts, representatives of local authorities) and Youth workers from each partner; - The project will facilitate the social integration of youth from different countries, cultures, and way of life; - European international mobility of project participants (field professionals, representatives of target groups); - Final conference informational material and publications translated into partners’ languages; - Social and media campaigns; - Project participants’ language and social competencies through active transnational communication and participation in project activities."

Global Local looks to explore and challenge the idea that outward mobility is only accessible to a minority of young people from privileged backgrounds. Whilst many opportunities for mobility exist within Erasmus and HE, the problem is that these experiences are far too daunting for students who have never left their local area. Indeed many teachers working in disadvantaged areas simply dismiss participation in mobility programmes as unsuitable for their students, since even encouraging them to travel to the next city presents a major challenge. For many leaving the familiarity of their (often quite small) local area for any kind of learning or work opportunity is a stumbling block with multiple barriers (financial, emotional, social) to overcome. Such attitudes usurp any of the career development, confidence building and growth opportunities of mobility, failing to acknowledge it as a key part of transition for all students. This can have a particularly great impact on young people considering their options for further education and future careers. Part of preparing school students for FE/HE or work means developing their readiness to move away from home, so that the full range of training and employment opportunities are available to them when they reach key transition points. Teachers and career professionals in school need support in addressing the issue from an early stage so that they are able to inform both the young people and their main influencers (parents etc) of the personal and professional benefits of being able to thrive in another city, region or potentially another country. A step-by-step approach is needed to guide young people through different degrees of mobility, from going to the next city for an FE Open Day to eventually taking part in an Erasmus exchange. To achieve the project’s aims, Global Local looks to engage with two main target groups: education and career professionals and the young people they work with. At the very least 96 participants will be involved across the project’s research, 200 participants during piloting and a further 200 attending the launch events. In terms of young people, the project will develop resources for them to use independently which both provide a new, challenging dimension to their learning and helps them to better understand the potential career options open to them in the future. Alongside this, the project will look to develop support tools for education and guidance professionals which help to improve these practitioners’ skills and confidence when it comes to engaging with digital resources and promoting outward mobility (regionally, nationally and internationally). This will have a positive impact on the quality of teaching, helping to improve the impact of guidance sessions on students’ overall aspirations and learning outcomes.Partners will look to harness digital advancements, in particular, in the use of game-based learning, to develop an interactive tool which allows young people to immerse themselves in mobility in a way they never have before, all in the safety of the school environment. This will include engaging with different ways of overcoming barriers to mobility (e.g. finances, transportation, social/emotional). It will also offer a fresh perspective and an entry point into discussions around broadening horizons and raising aspirations more generally – either by understanding local, regional, national or international labour markets (e.g. how) or looking at the benefits of mobility in terms of self-confidence and personal development.Whilst the project looks to produce an approach that can be used in a variety of locations across Europe, each partner will use a local region as a test case. These interactive games will be complemented by a series of offline resources (e.g. case studies, best practices, lesson plans, media, guidelines for engaging with parents etc), which will both add value to the learning process and make sure that project resources can be used in a variety of contexts. The experiences of developing these tools will also feed into a teacher toolkit, which will be designed to allow education and career professionals from across Europe to both make the most of the project’s outputs in a blended learning approach with young people, and understand how they can develop similar resources in their own context.Thus, the focus of project outputs will be on positively engaging with the idea of travel and mobility as a key part of career transitions. The project will challenge stereotypes and attitudes (I/our students/child would never leave my/their postcode) and, as a result, young people will be both more confident about employment opportunities outside of their local areas and be better informed to make career and education decisions that may involve moving to another city, region or country.