<< Objectives >>The main objective of the ReGen Europe is to jointly develop a social incubation program (the ReGen program) as a tool for youth workers to foster an entrepreneurial and sustainability mindset of young people and develop transversal skills such as collaboration, complex problem solving and resilience. With the ReGen program, youth workers can create an open space for social innovation where youth from different backgrounds (HE, VET and NEET) can participate in.<< Implementation >>The project consists of three main activities:1. The ReGen Methods: partners share and co-create working methods and document these in educational videos2. The ReGen Program: partners do a pilot of the 6-month program in their own localities and share experiences3. The ReGen Academy: partners train other youth works to carry out the ReGen program independently.<< Results >>The main outcome of the project is a powerful tool for youth workers to unite and empower young people that want to make a positive impact on society. It offers young people an opportunity to collaborate with each other across different educational backgrounds and solve societal challenges. Specific outputs of the project include:- An open sourced set of methods to develop green and entrepreneurial skills- A manual for practitioners- Three pilots engaging 60-90 young people

The GEM: Guidance and Entrepreneurship Mind-Sets through Games project seeks to foster the assessment of transversal and entrepreneurship skills of students through innovative, ICT-based guidance games. The project design, create and test a multilingual game that helps guide students through transition periods and fosters entrepreneurship mind-sets and skills. The GEM project analyze needs and game possibilities related to self-knowledge, decision-making and the world of work with a focus on fostering entrepreneurship mind-sets and skills. Through the games developed in the GEM project students will have an increased sense of initiative and entrepreneurship and better understanding and identifying skills and competences. The GEM game is also an innovative, quality tool for guidance services in order to increase the quality and innovation of their services. The GEM game is targeted at late primary and lower secondary school. The need for innovative guidance actions at the earliest levels of education is clear after a previous Comenius project that tested guidance actions within Primary school and while there have been other initiatives to create entrepreneurship skills and values through games, they have not focused on primary and lower secondary education. The GEM project carry out an analysis of needs to identify priorities and the state of the games and entrepreneurship education. This analysis has collect other experiences as well as involve teachers and guidance practitioners. The GEM project has design a game aimed at primary and lower secondary school. The learning outcomes of the GEM game are based on Entrepreneurship education learning outcomes for primary and lower secondary (ISCED 1 and 2) from educational steering documents of partner countries. The games have been tested within 398 students between 9 and 13 years old participated, and also more than 40 teachers or guidance practitioners. The impact of the GEM game has been analyzed through pre and post surveys of students and teachers and guidance practitioners, as well as observations and focus groups. The study reflects that, although the game has impact in 3 of the 7 transversal and entrepreneurial skills, is a useful and complementary resource to foster the assessment of transversal and entrepreneurship skills of students. Finally, it is important to explain that GEM game was valued by the students with a score of 7.59 on a scale from 0 to 10, and teachers was valued their experience with a 6.8 on a scale from 0.10. The GEM project has also create outputs to support teachers and guidance practitioners to use the game with their students. GEM manual supports teachers and guidance practitioners in using the game with their students and incorporating it into curriculum and classroom activities. The online module for teachers and guidance practitioners in an open source learning management system (Moodle) that supports teachers and guidance practitioners in using and incorporating the game in lesson plans. The project partners have disseminated the openly available GEM game through their networks and extensive online prescence within the education sector. GEM Gymkhanas- local dissemination events with a learning through games theme have been organized in each partner country.

<< Background >>Europe continues to be impacted by restrictions brought on by the pandemic and as has described in the results of an international survey “Career guidance policy and practice in the pandemic” (Cedefop; European Commission; ETF; ICCDPP; ILO; OECD; UNESCO (2020), this forced most guidance professionals to offer their services online and after the initial lockdowns, 51% still offer their guidance services partially online. Digital tools and the provision of services in an adaptable form (online, hybrid) is a necessary part of guidance services moving forward.In June of 2020 Cedefop made a release which highlights the risk to gains against Early School Leaving made around Europe in the face of the Covid-19 crisis. The Cedefop’s ambassadors for tackling early leaving from education and training call for further support to address the needs of learners at risk and ensure their equal access to quality distance learning. The Pledge project responds to this call by offering a model for gamified online model of academic and career guidance for young people to support young people online in education as they transition to other stages of education and pathways. The Pledge Project results offer structured and tested online, gamified guidance activities for schools to develop Career Management Skills, a student-centered CMS Assessment Tool and training for teachers and guidance practitioners.Students face challenges and disorientation or misguidance. Elements that can contribute to this are, to name some are: globalization, technology and its evolution, rapid changes in many business sectors, crisis and negative context generated by Covid-19. The Pledge Project anticipates their future, anchored in a today that will be their past.The Pledge Project proposal takes into account both the psycho-pedagogical and guidance aspects, providing active learning methodologies, which put the student at the center of learning and impact their motivation, as well as the current reality of schools and teaching staff. The potential and impact of the use of technology in the orientation process has also been considered, prioritizing those technological resources that the educational community - students, teachers and families - currently use. And we propose learning in and with emotion, using gamification to motivate students to participate actively.<< Objectives >>The main objective of the Pledge project is to develop an online school guidance program that is solid, with foundations and attractive to users, encouraging them in the decision-making process, it is an adventure in which guidance is accompanied to give you the tools and resources you need to deal with the different transitions. It works from the idea of ​​empowering students to make decisions. In the project, a whole series of gamified activities and actions will be put into practice, in which orientation towards making use of digital tools will be carried out. It is about offering guidance services for students to improve skills related to career management as well as to accompany them in transitions throughout their lives - life-long and life-wide skills necessary to navigate their educational and professional pathways. The objectives of the project are:- Offer and allow easy and equal access to online gamified counseling activities, having a structured format for students and families. To develop the competences that promote the evolution of the individual. - Empowerment and autonomy in decision-making. Promote through the project that students acquire the necessary skills for decision-making as well as skills related to career management.- Help all students improve skills and competencies for transitions. Learn to make decisions and manage transitions throughout life.- Accompany in the construction of the life and professional project and in the management of the professional career: o It is not about specific interventions at specific times o It is a continuous process o Allows people to determine their skills, competencies, interests, etc. o It is a continuous process that is defined through training, personal and professional decisions o It is a comprehensive project. Personal aspects, training offer and professional opportunities come into play.<< Implementation >>The Pledge project will created gamified collection of guidance activities for guidance and advice for young people (school education) to develop career management skills. And the Pledge partners will also develop a pre and post assessment methodology and tool which makes the student an active participant in the evaluation and will finally, create a training programme for guidance professional in the gamified methodology of online guidance provision and development of career management skills. and putting the student as an active participant in the evaluation.<< Results >>At the conclusion of the Pledge Project the expected results and outcomes are:An online school guidance programme; A student oriented Career Management Skills Assessment tool; A Training Module for teachers, guidance practitioners and other educators; 160 students and guidance practitioners who participated in the Pilot Action of the Pledge Programme and CMS Assessment Tool; 60 teachers and guidance practitioners trained in the Pilot of the Pledge Training Module, 110 participants in the multiplier events of the project;and a total of at least 200 education professionals participating in the project activities to develop the Pledge resources.

Tackle is the collection of tools necessary to complete a task as well as the verb to mean the determined effort to deal with a complex problem. The TACKLE project does both of these - it provides a digital toolbox for schools to tackle Early School Leaving and disadvantage through guidance. The digital tools will support schools in evaluating their services and work to assure that, despite the additional pressures on schools within the Covid-19 crisis, they are prepared to tackle disadvantage and early school leaving. The pathways to education, training or access to the labor market by young people who are finishing school and young people in school who are at risk of Early Leaving, must be accompanied with quality guidance services because many connections have been broken as a result of the current Covid-19 crisis.According to Eurostat, the proportion of early leavers from education and training in the EU in 2019 ranged from 3.0 % in Croatia to 17.3 % in Spain . In the TACKLE partnership countries great progress has been made in reducing Early School Leaving and meeting the 2020 benchmark goal. In 2010 the proportion of early leavers in Spain, Italy and Greece was 28.6%,18.2%, and 13.5% respectively compared with 17.3%, 13.5% and 4.1% in 2019. A 2010 Cedefop report by its ESL ambassadors altered that marginalized and vulnerable learners especially are more at risk for disengaging and dropping out and that actions are needed to support students and schools so that the progress made prior to the Covid-19 pandemic in the early leaving from education and training should be sustained and strengthened. As a result of the Covid-19 crisis in Europe, the need for guidance services, monitoring and support in schools for their students is even more urgent. According to a June 2020 study by the Bertelsmann Foundation, the challenges for guidance in times of Coronavirus have been and will be to continue to offer support and follow-up with students and their families despite the conditions and the needed digitalized of guidance and the increase of access to guidance resources overall.The objective of this project is to develop digital evaluation tools for Secondary schools to self-evaluate their academic and career guidance program, to develop an academic and career guidance plan to tackle new challenges and offer an online training module for teachers, guidance practitioners to work with the TACKLE Toolbox and to support teachers in their role to support students, with digital tools and resources, in this unprecedented time. The TACKLE project activities by the numbers:- 1 online school guidance diagnostic Checklist- 1 Guidance Action Plan and Resources creator- 1 Training Module for teachers, guidance practitioners and other educators- 3 contexts - Spain, Italy, Greece- 5 partner organisations- 75 schools participating in the Pilot Action of the Toolbox- 65 teachers and guidance practitioners trained in the Pilot of the TACKLE Training Module. - 45 participants in the multiplier event of the project- A total of at least 200 education professionals participating in the project activities to develop the intellectual outputs.The methodologies that will be used to develop these tools and achieve the planned results are participatory - involving the professionals on the groups in secondary schools as well as the broader school -business community through focus groups or an expert review and validation process. The desired impact of the TACKLE project is for the schools using the TACKLE toolbox to provide career education and guidance activities that support transitions to further education, training and work from Secondary Schools and to tackle Early School Leaving with a coherent and school community-wide guidance action plan implemented by trained professionals. The current coronavirus crisis makes more urgent the need to ensure that schools and educators continue and strengthen their academic and professional guidance plans and resources in support of the transitions, decision-making and pathways of their students, but the need for these tools does not end with the pandemic. The TACKLE toolbox will relevant for schools to employ beyond the pandemic and to strategically implement guidance actions, be guiding schools, that tackle the complexities and supporting their students on their education and training pathways.

"The Survey of Adult Skills (PIAAC,2013) showed that 20% of the EU working age population has low literacy and low numeracy skills, while OECD (2019) establishes that “supporting adults with low skills to upskill and reskill is imperative for a future of work that is both more productive and inclusive. It helps individuals to increase their employability and ultimately their social inclusion”.In this context, the partnership lead by CJRAE Vrancea aims to extend the services provided by partners to the beneficiaries through integrating one innovative training for trainers that work with low skilled adults; this training, based on research data and expertise of all partners, will be tested and validated in real training context in the period of implementation and will be used by all partners to train the trainers working with low skilled adults. The project also aims to promote institutional development through at least one new working procedure in each partner organization, based on exchange of good practices with the partners, procedure that will be tested within the implementation period and will guide the future trainings with low skilled adults. Through the activities implemented within the project, the partners aim to contribute to the common development of competencies and knowledge of staff involved in training the low skilled adults through exchange of good practice and innovation, and to contribute to the internationalization of activities of all partners.The partnership foresees at least 20 staff members to be involved in identifying the needed competencies to train low skilled adults through international research (IO1) and innovating a methodology for training of trainers working with low skilled adults (IO2), building on their experience and expertise. Also, 14 staff members will attend a short-term joint staff training event to validate the training methodology and develop their skills of implementing it. All participants are experienced trainers with expertise in working with low skilled adults. To multiply the results of the project, the partnership foresees a multiplier event - International Seminar ""Training the trainers to work with low skilled adults"" – organized in Romania for developing specific professional skills to trainers of trainers and trainers of low skilled adults, managers of training institutions from Romania and abroad. Also, for the multiplication of project results, each partner will organize at least one training for trainers and at least one training for low skilled adults. Presentation at international conferences in adult education and articles in educational journals will inform the theoreticians and practitioners about the results and possibility to use them in their activity. The participants will develop their skills linked to their professional profile, skills for international cooperation and implementation of transnational projects, English skills and intercultural skills, will increase the quality of their training activities using our innovative methodology and will increase their job satisfaction and motivation for participation in future international projects. The partner organizations will provide better quality trainings by using the intellectual outputs of this project, will benefit from a more modern, dynamic, committed and professional environment inside the organization, based on the new staffs’ skills and their job satisfaction and interest for projects, will have an increased capacity to operate at EU level and develop their international projects team. The primary target groups (trainers working with low skilled adults, managers of adult training institutions, staff in partner organizations, youth-workers and teachers from second chance programs) attending the activities for multiplication of results will have increased professional skills to better respond the needs of their beneficiaries, increased interest into adapting our resources or developing their own resources to provide better trainings, will have better knowledge and understanding of EU practices in training the low skilled adults and a more positive attitude towards international projects (and EU values). The result of our project can also be used by secondary schools and VET institution, adapted to train the teachers working with underachievers, strengthening cross-sectorial cooperation and the quality of the results. All participants in this project (staff members and beneficiaries) will have a greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity in their training groups. On medium and long-term, the project will contribute to enhancing the quality of training for the trainers working with low skilled adults, as all interested training institutions and independent trainers will have full and unrestricted access to our developed resources (research & methodology for training) that they can use or adapt."