Being disengaged from the labour market in younger years can have negative long-term social consequences, not only for the young person but also for the society. It causes problems in the community in the form of nuisance and crime; leads to long-term costs in increased criminality, welfare dependency, housing and a wide range of social and economic factors. The economic cost of not integrating NEETs is estimated at over €150 billion, or 1.2% of GDP, in 2011 figures. The economic cost is not the only one. Young people not in employment, education or training are at higher risk of being socially and politically alienated. They have a lower level of level of interest and engagement in politics and lower levels of trust.“Short-term programmes largely concerned with generic skills, CVs and ‘employability’ cannot give NEET people a labour market advantage” (Wolf, 2011). That is why we are proposing the EYP programme to provide a new way to deliver youth work and to support the personal&professional development of NEETs aged 16-24, while actively engaging local stakeholders to facilitate their social/work insertion. The EYP programme aims to improve self-esteem, interpersonal skills, behaviour and attitude, and to overcome practical barriers, then to signpost participants to appropriate VET providers that meet their needs for further training. The project is also aimed at people working with NEET, to support them to extend the reach of support to engage young people who are most distant from the labour market.Objectives:• To develop a model to support NEET improve self-confidence, self-esteem, interpersonal skills, behaviour and attitude; • To create a strong support network made up of companies, public institutions, social services, VET providers that can support the partners during the project activities; • To engage disadvantaged young people of the targeted areas/community, to participate in the programme activities and the transnational exchange. • To disseminate the partial and complete outcomes of the Project to a wider audience in the EU, and define channels of sustainability based on the support already obtained at implementation phase and built during the networking activities.The EYP programme will have the following phases:1. SHARE - Create a stable local network. Let it set and share objectives and strategies to support young people. Form local groups with NEETs. Organise the personal development camp (CAMP1). 2 MEASURE - Measure companies’ sustainability with the free LICET test and possibility to absorb participants (in the long term). Assess NEETS and create personalised competence balance, organise camp for ability development (communication, time management, English lessons, active citizenship, sense of initiative and entrepreneurship, etc.) and other activities with the community to foster inclusion and participation. CAMP2. COMMUNICATE - Companies report on the results of the measurement and the partners offer tips and information on how to actively involve disadvantaged people in social/work life. Organise a camp for work preparation (CV writing, mock interviews, safety in a work environment, work in team, etc.) and other follow up activities. CAMP3 3. GROW - signpost NEETs to specific training, and support job insertion (CAMP4). Organise the international camp for selected youth.Results and impact envisaged:- Increased confidence and self-esteem of NEET participants;- Improved interpersonal skills of NEET;- Reduced risk behaviour of NEET;- Enhanced social inclusion of NEET; - Reduced rate of NEET and higher number of young people enrolled on a VET course;- Improved competences and ability of youth workers to engage with young people who are NEET; - Communities and employers have a greater involvement in the social and work insertion of NEET;- EYP Methodology document to help youth workers working with young people who are NEET to implement the EYP camps;- Support materials for youth workers;- EYP Toolkit for the assessment and recognition of achievement of goals by NEETs.DisseminationThe results of the project will be disseminated via a range of channels such as project website, social media, multiplier events, Erasmus+ Valor, etc. Partners will also engage own networks in the dissemination of project outputs, thus contributing to their replication and multiplication.

"GET-UP - Green Entrepreneurship Training - underpinning prosperity is an ERASMUS + project funded by the European Commission, within the key action 'Cooperation for innovation and the exchange of good practices' in the' Strategic Partnerships' action with the focus on 'Strategic Partnerships for vocational education and training "". It is an internationally oriented project in the EU educational program with a duration of 28 months. The Department of Business Education II of the University of Paderborn coordinated the project GET-UP and focused on entrepreneurship education in the field of the green economy.8 partner institutions from 7 countries cooperate in the project: the coordinating institution from Germany (Department of Business Education II, University of Paderborn), the partner from Romania (Universitatea din Pitesti), the partner from the UK (SFEDI Ltd, Darlington), the two partners from Ireland ( Mells Partnership, Kells, FIPL Ltd., Ballyjamesduff Cavan), the partner from Cyprus (European University Cyprus, Nicosia), the partner from Spain (FUERM, Murcia) and the technical partner from Finland (INNOVENTUM OY, Joensuu).Moving to a greener economic model and achieving 'green growth' are both a challenge and an opportunity for the EU member states. It is generally acknowledged that a successful transition to a 'green', resource- and energy-efficient redesign labor markets. Qualifications are a key factor in promoting ""green growth"" and creating additional employment in a wide range of sectors.The aim of the GET-UP project was to develop a tailor-made Green Entrepreneurship curriculum, which was not available in any of the partner countries before project implementation. In addition, partners are committed to ensuring that best practice pedagogical instruction and the highest design standards in learning content are achieved. GET-UP uses advances in technology to generate engaging and inspiring learning content. This blended learning environment is designed to optimize learning, so GET-UP also supports teachers and trainers by developing a train-the-trainer program to ensure their effective engagement.In the GET-UP project, six Intellectual Outputs (IOs) were processed:IO1. Summary Pedagogic Research ReportIO2. CPD Training Program for VET StaffIO3. Green Entrepreneurship CurriculumIO4. On-line Observatory of Green Business & E-learning PortalIO5. Green Entrepreneurship in Europe - A Comparative PerspectiveIO6. Policy Paper ""Green Entrepreneurship Training - Underpinning Prosperity in Europe""In IO1, the foundations and framework conditions for curricular design in the partner countries were addressed in a research process.In IO2, a train-the-trainer approach was implemented. To this end, 9 modules in all partner languages were developed and implemented as a blended learning approach and made available online on the GET-UP website (https://www.green-entrepreneurship.online/).In IO3 the GET-UP curriculum and training concept for future entrepreneurs in the green economy was developed and tested. This also happened as blended learning approach with tasks, presentations and teaching videos / teaching audios in the different partner languages. The curriculum is also available online at the GET-UP website.In IO4, real examples / showcases of young companies in the field of the green economy were compiled and made available on-line on the website in a criteria-oriented manner and to convey practical impressions to the participants.In IO5, a comparative study has been conducted with partners, micro-enterprise owners, VET providers and nascent entrepreneurs in the partner countries to include their views on GET-UP and future Green Entrepreneurship developments in Europe in the development process and to use it as the basis for IO6.In IO6, a policy paper has been developed to provide policy advice on Green Entrepreneurship and future challenges and developments."

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"<< Background >>The development of digital technology and its radical exploitation in every aspect of human interaction has led to innovative approaches towards rather conventional concepts. Especially in the educational sector, new teaching and learning techniques have been introduced to complement the traditional ones and offer new perspectives in knowledge exchange and dissemination of information. One of the sectors that can be significantly benefited by this new framework is that of cultural heritage. Bringing cultural heritage to the digital era can lead to new ways towards the access, conservation and promotion of European cultural resources. ARCH is an intercultural program that aims at the collaboration between organisations and institutions in order to improve students' digital and cultural literacy skills by exploiting each country's cultural heritage. Utilising cultural wealth combined with the use of Information and Communication Technologies (hereinafter ICT) in education increases the level of student attentiveness and satisfaction, leads to higher motivation and reduces premature school dropout and failure.ARCH project aims to give students of all ages and levels the opportunity to combine the real world with three-dimensional virtual objects, interact with them and collaboratively exploit their empirical-experiential knowledge through the possibilities offered by multimodal approaches. The introduction and development of an application with a platform for the presentation and dissemination of cultural heritage information, alongside with the development of a digital educational game based on the principles of game-centered learning will give students the opportunity to familiarise themselves with technology applications in order to combine real and virtual elements in a real environment and at the same time work interactively and in real time. In this way, the cultural heritage of each country will be highlighted and it will be demonstrated that cultural heritage and digital technology combined can result in innovative approaches and reforms.At the same time, the opportunity will be given to educators to improve their teaching methods through the implementation of ICT in the educational process. Moreover, local communities and everyone who is involved in education at every level, through the dissemination of the produced material, will have access to a database with rich content. Through it, they will be able to search for information about the cultural heritage of their place and all the countries involved, resulting in the strengthening of the European dimension of education and the formation of a new understanding of the role of the school and its opening to society in a local, regional, national, European and international level.<< Objectives >>The Projects’ main objectives are to:Provide to our target groups a useful online, free, and accessible platform and materialDevelop a digital educational game, based on the principles of game-centered learningHelp students to gain knowledge on their city’s cultural heritage through the use of modern digital toolsEmpower our target groups to acquire new technological and digital skillsGive the opportunity to our target groups to use and familiarise with digital tools and ICTEnhance conventional learning process through the introduction of ICT and game-based learningCultivate a sense of ""belonging"" to a wider community, reduce social inequalities and promote cultural and social participation and inclusion<< Implementation >>This two-year program consists of a series of activities that will give students the opportunity to highlight and develop a set of opportunities and skills that will allow them to understand that technology does not overturn tradition and its notable elements, but in contrast, by the appropriate handling, techniques and experimentation, it highlights it by contributing tothe cultural communication of people and nations.<< Results >>Project Result 1: Application for mobile devices of digital browsing platform and presentation of information of cultural points of interest.Project Result 2: Interactive educational game for elementary school children Project Result 3: Guide to the application of modern game-based learning techniques in secondary education"

"Research showed that in EU there is a variety of ethnicities encompassing different cultures & religions. The 2011-2012 censuses in AT, CY, ES, IT, PT, RO, TR, UK reported existence of various religions: Muslims, Roman Catholics, Protestants, Hebrew, Hindu, Presbyterian, Anglican, Methodist, Reformed, Pentecostal, Orthodox, Sunni, Alevi or Sufi. Social tensions and anti-social deeds inevitably occur in such mixed societies, generated by multiple factors (i.e. different religions, cultural traditions, ethnicities or social clusters, etc.) and can be defused through non-formal & informal education, training for tolerance, acceptance, opening, understanding and reciprocal knowledge; this was exactly what the Us&Them project attempted to achieve. The project aimed to improve the multicultural skills of educators working with learners from linguistic, ethnical, religious, racial and cultural mixed communities, to make them able to efficiently manage multi-ethnic groups, for reducing social tensions, promoting tolerance and better peaceful coexistence through quality non-/informal learning on tolerance & understanding of “The Others”. The target groups were AE educators & adult learners from cultural conglomerates.The partnership consisted of 8 organisations from: AT, CY, ES, IT, PT, RO, TR, UK. GIE (RO) is a strong regional AE & VET provider; CY (CARDET) is the leading independent education research centre in Cyprus; ES (FUERM) is a foundation of professionals with expertise in education, training, research, innovation; LMETB (IE) is an institution with international recognition for innovation in education; STAFF CONSULT (IT) is a company that provides support to disadvantaged people; ANJAF (PT) is a non-profit association whose aim is to encourage solidarity between young people, families and community; CIMEM (TR) is a local authority in education; COLEG CAMBRIA (UK) is one of the UK’s largest colleges. Together they had the expertise necessary to succesfully implement the project.Main activities undertaken were: O1: desk & field research (by bibliographic survey, questionnaire, Focus Group) on specific features of European cultures to identify potential sources of social-cultural tension; elaborating Transnational Report. O2: desigining the Curriculum for Adult Educators training course “Managing multicultural and multi-ethnic groups of adult learners for tolerance and good coexistence”; translation in partner languages.C1: performing the joint staff training event in Rome (Italy) at STAFF Consult.O3: desigining Handbook I for Adult Educators “A new approach of multiculturalism and religion for peaceful and rightful coexistence” (draft version, evaluation by stakeholders, adjustment, final version); publishing it in 20 copies/partner.O4: designing the Plan for AE educators Course; translation in partner languages; implementing parts 1 & 2 of the course “Managing multicultural and multi-ethnic groups for tolerance and good coexistence” (20 hours f2f training – pedagogical, English and cultural skills; 20 hours online training).C2: performing the blended mobility of adult learners in Lisbon (Portugal) at ANJAF (40 hours f2f training).O5: desigining Handbook II for learners living in multicultural societies ""One day in the shoes of The Other“ (draft version, evaluation by stakeholders, adjustment, final version); translation in partner languages; publishing it in 20 copies/partner.O6: desigining and translating in partner languages the Plan for Adult Learners Course; implementing the intensive course “One day in the shoes of The Other”; 12 hours of f2f training, 124 participants); elaborating the 8 National Reports.O7: developing the 8 Case studies; translation in partner languages.We also performed Management, QA, evaluation, dissemination, exploitation, sustainability activities which continued all over the project.Results & impact: increased awareness on AE staffs & stakeholders (authorities, decision makers, NGOs, social workers, immigrants) in partner countries regarding the need of promoting, supporting and strengthening peaceful coexistence within multicultural communities, 51 well trained AE educators through C1 and C2 events and over 40.500 stakeholders reached through interview, Focus Groups, f2f meetings, trainings based on Handbook II “One day in the shoes of ‘The Other’ ”, multiplier events and through various dissemination channels – social media, websites, articles in newspapers, scientific paper in international journals, etc.We estimate longer-term benefits will be more obvious in the coming years through the larger distribution of Us&Them outcomes. More meetings with stakeholders and especially with AE providers will be achieved in all countries to share results and to teach participants how to use them in their professional activities. The free access to project outcomes through the project website will represent another stimulus which will help disseminating Us&Them tools."