"The aim of the project ""Violence- An Important Problem” is to develop and implement new solutions in the sector of educating adults, especially those facing the risk of social exclusion; to broaden and develop the competence of educators, especially in terms of effective teaching adults with low interpersonal skills; to deepen the knowledge about different types of violence: domestic, against women, on the Internet, in the stadiums, racial, xenophobic ,against old people, as well as eliminate and prevent this phenomenon; to support the development of social, civic and intercultural competence, media literacy and critical thinking among adults, as well as combating discrimination, segregation, racism, aggression and violence; to exchange experiences and good practices concerning prevention and the ways of recognizing the victims of violence in the local environment. Countries participating in the project represent different regions of Europe (Poland, Romania, Italy, Belgium). In some of them the biggest problem is violence against immigrants, in the others domestic violence dominates. In all the countries there is a new problem-hate speech.The project participants will be the educators of adult staff and learners. We expect to invite at least one hundred people (both educators and learners) to participate in the local and international activities. We are planning two mobilities for educators and two for learners. The number of indirect participants (members of local communities, readers of web site, etc.) will be about 600 people. The following activities are planned as part of the project: workshops, seminars, study visits, training of interpersonal skills, and participation in campaigns focused on the prevention of violence. We expect that the educators will not only improve their knowledge about violence but also their skills concerning various forms of work with adults (peer-learning method, drama, project method, learning by doing, using IT). The planned products are: workshops on various forms of violence, training of interpersonal skills, conferences promoting tolerance and human rights, seminars, events for the local communities, logo and website of the project, newsletters, surveys, teaching materials for trainers and educators (which we plan publish in the form of an e-brochure). The expected results are: increasing the competence of the participants (educators and students); increasing self-esteem and self-confidence among the participants of the project; learning how to deal with stress; increasing the involvement of the participants on the local level; increasing skills and competence in providing assistance to the victims of violence; increasing the interest in the problem of violence among local communities (authorities, organizations, associations, etc.) in order to broaden the knowledge of different types of violence among the project’s participants and local partners, and consequently identify its most serious forms and ways to combat them using the mechanisms and tools applied in other participating countries. The expected long-term benefits are: implementing the new methods and forms of working with adults into the plans of action of various organizations; changing attitudes towards potential victims of violence in the local environment; the continuation of the international cooperation between the partners once the project finishes; participation in the similar actions in the future."

FabEdu is a european cooperation project that aims to bring innovation in the field of youth work. The initiative is lead by Digijeunes, in partnership with Vectorealism (Italy), Fablab Pau (France), the municipality of Alba Iulia (Romania), and Combustible Numérique (France). OBJECTIVESOver a period of 18 months the project cosortium produced a set of open educational resources on the topic of digital fabrication. The project’s deliverables are expected to facilitate the implementation of educational digital science workshops across Europe, thus contributing to improving digital literacy among youth, and challenging the digital divide. RESULTSWe have produced a number of tutorials and physical objects to enable youth workers across Europe to launch their own hands-on workshops on digital fabrication.Our educational resources rely exclusively on free and open source hardware/software, and are dvided into 3 modules :- Introductory activites on digital fabrication- Hands-on activities on 3D modeling, 3D printing, laser cutting, 3D scanning, and traditional DIY- Tutorials on how to build and use mini diy cnc machinesThe complete set of outputs is available on : www.fabeduproject.e, as well as on Instructables.com : just type « Digijeunes » in the search barCOMMUNICATIONOur communication campaign covered all participating organizations’ countries, thus reacing several hundreds youth practictioners and young people across France, Romania and Italy.The FabEdu team was notably involved in a number of public events on maker and digital culture such as the Toulouse Mini Maker Faire, or the Manifattura Milano.If you’d like to comment on our work or get in touch with the FabEdu team don’t hesitate to contact us at : info@digijeunes.comYou can also gain further insights into our communicatio efforts by searching for #FabEdu on social networks, or by visiting the project’s facebook page : https://www.facebook.com/fabeduproject/LASERCUT STACKED EINSTEINTo get a taste of the educational ressources we’ve developed, you can check out the lasercut stacked object tutorial. This activity is about assembling a 3D item made of cardboard or MDF, to understand how 3D printing works.https://www.instructables.com/id/Laser-Cut-Stacked-Einstein/

The applicant and the project partners all work with adult people in different countries and strongly perceive that people in municipalities, regional administrations and other public bodies (being it professionals, elected representatives or employees) don’t pay sufficient attention to these opportunities. There is sufficient knowledge about the European Structural and Investment Funds (ESIF), which are promoted by national bodies, but there is significant lack of knowledge about other opportunities, especially Financial Instruments financed Directly by the European Commission or its Agencies and providing money for international cooperation projects. The aim of the TICTAC project is to raise awareness about the European programmes and tools among people working in the municipalities and regional administrations (clercks, professionals and elected representatives) and in other public institutions (such as the personnel from schools, universities, agencies chambers, social centres, orphanages ). Therefore the objective of TICTAC is also to raise interest of adult people in the solution of problems related to local community. We believe that by raising awareness and competences of adult workers there is a wide perspective of influencing public institutions performance in this area.TICTAC project focuses on all kinds of financial instruments suitable for municipalities, regional administrations and other public institutions apart from the national operational programmes financed by the ESIF.The project's target groups are: adult people working in municipalities, regional administrations and public institutions who are losing opportunities of participating to European initiatives.Two Intellectual Outputs will be developed: TICTAC Guide and TICTAC e-learning. Both Intellectual Outputs will be available in 7 languages: English, Czech, Italian, Spanish, Romanian, Hungarian and Swedish. There are seven partners involved in the project: Evropska rozvojova agentura, s.r.o. (Czech Republic), Stenungsunds kommun sektor utbildning (Sweeden), FIN PROJECT (Italy), ONECO CONSULTING SL (Spain), MACDAC ENGINEERING CONSULTANCY BUREAU LTD - MECB (Malta), Municipality of Alba Iulia (Romania) and DIOSD VAROS ONKORMANYZAT (Hungary). We expect that the TICTAC project will provide significant beneficial impacts for people working in municipalities, regional administrations and other public institutions, in order to contribute to more effective and integrated development of European towns and regions, by enriching their knowledge about funding opportunities through an innovative educational program.

The need of the Strategic partnership comes from the partners’ belief that education plays a central role in achieving headline targets of the Europe 2020 Strategy. In particular, the partners see a need of engaging each individual to contribute to the development of communities, countries and regions as well as of educational systems, to raise awareness of young citizens upon the necessity for global understanding, respect and responsibility. More specifically, the partners see a need of Global Responsible Education (GRE), both in formal and non-formal sectors and a need of making this concept attractive for educational providers. The objectives in the project were:- To develop a Certification System that mainstreams GRE in their practices- To establish at least 7 Global responsibility routines that institutions inquiring the certification system should incorporate in their organizational management. - A research study upon the national curriculum for secondary schools in the 7 participating countries and identify gaps related to GRE- To develop an additional curriculum with learning objectives related to GRE that covers the gaps identified. - To develop a methods-box in GRE – which ended up having 44 exercises connected to each of the Global Goals- To certify at least 35 institutions (schools and youth NGOs) across the partner countries.- To make a website, containing all the things mentioned above10 organisations participated in the project:FN-forbundet (DK) - Non-governmental organisation, Espergærde Gymnasium og HF (DK) – General Education secondary level, Inter College ApS (DK) – Social Enterprise, HDUN (Croatia) - Non-governmental organisation, Inter College (UK) Social enterprise, Alba Iulia (Romania) – municipality, Stredna odborna skola (Slovakia) – Vocational school, BBBS (Bulgaria) Non-governmental organisation, KPDoNE (Turkey) – Regional Public Body, ADEPT (Romania) Non-governmental organisation.Five meetings with partners were planned and completed as expected. Between the meetings, each partner country made a study of their national curriculums, an additional curriculum based on the gaps found in the curriculum research were developed – and a list of needed global responsible routines was made. An additional curriculum was made with references to EU’s key competences for lifelong learning.A method box consisting of different kinds of teaching activities concerning global responsibility was developed. Once the methods were completed, they were tested on the target group in the participating countries and then adjusted, accordingly. A clarification of the self-assessment form and the criteria for this was made. Afterwards a Global Responsible Label and certificate were developed. A graphic design and logo was also made – and all of this, was gathered on the website made for the project http://globalresponsibility.eu/.Later on, trainings for national coordinators were held in the partner countries. The aim for these activities was to train coordinators from each partner country to be able to administrate the certification system and to get to know the method box. The Multiplier Events were arranged and completed in all the partner countries in order to disseminate the project – and schools and organisations started up registration to become certified. The method box is an open source – and does not require certification in order to use the material.The most important impact of this project is an awareness of global responsibility among the young generation. The target group will modernize their teaching and/or educational approach with innovative pedagogical approaches that respond to current challenges at local, national, European and global levels. In addition to this, the project will strengthen organisations, schools and civil society in their own daily routines and behavior. This will strengthen democracy, global awareness and international qualifications among the populations of Europe.As we chose to gather all of our outputs from the project on a website, the results of this project will have long-term benefits. The partner countries agreed voluntary to keep the website alive for at least 5 more years. At this time interested teachers and youth workers will have incorporated the material they find suitable for their subjects in their own resources. Furthermore, all of the partners have the method box and uses its content every time it is possible. The project is designed to impact mainly young people and pupils, in the age group 13-21 years, on a long-term perspective. The project reached a great number of young people while the material was tested in the different partner countries. The largest target group are the students whose teachers adopt and use the methods in their teaching in the future, and this will lead to new discussions and further interest in our world – and more new active global citizens.

InterPED aims to enable the concept of PEDs via sector coupling, cross-vector integration, demand flexibility and consumer engagement, while improving utilisation of local RES, storage and excess/waste heat (E/WH) sources. InterPED will couple RES, storage and E/WH sources (community assets) available in the pilots with the necessary know-how and ICT expertise to ensure improved operation of PEDs and grid robustness. This will allow InterPED’s end users (aggregators, service providers, urban planners) to deliver benefits to both, grid stakeholders (DSO/TSOs) and final consumers (and prosumers). To do so, InterPED will deliver a scalable and adaptable cloud-based platform composed of analytical, modelling and optimization services for planning, supervision and control of integrated PEDs (including power, heating and cooling, mobility). Optimized PED operations will be demonstrated at pilot sites, while enabling a cooperative demand response (DR) strategy at community/district level. In addition to automated control actions, InterPED intends to engage the consumers via community building (e.g. CECs or RECs), representing a still largely untapped source of flexibility, while enabling them to play an active role in grid balancing. By making it cloud-based and by ensuring system interoperability (both syntactic and semantic), InterPED will enable aggregators and actors positioned to adopt proposed business model (e.g. ESCOs, energy retailers, DSOs) to deploy the InterPED solution immediately almost anywhere, while reducing the cost to its scalability. The key strategy to ensure solutions will work well in an everyday context of consumers, is that InterPED will involve the consumers (community) and service providers in the design of the solutions through participatory co-design processes. InterPED will verify the technical and commercial feasibility of its integrated package in four large-scale pilots, each representing an existing PED.