Rise In Quality highlights the need to incorporate practical experiences with evidence-based practice, bringing about useful tools. Organizations across the European Union are continually under stress to meet deadlines, implement projects, and conduct workshops in the community. In promoting the EU values, a lot of work can add up for NGO’s and Youth Associations with limited time, staff and resources. This can be especially true for newer organizations involved with mobility projects. Perhaps they have less experience in volunteer support or fewer capacities in general. A big part of this entire process are international volunteers and their work in each respective organization. International volunteers bring a unique perspective, creative thinking, and energy into organizations. International volunteers are also hoping to personally grow during their experience. International volunteering promotes new skills, innovation, and European values. In order to best facilitate this growth, organizations need to be equipped with tools that are practical and simple to implement. Rise in Quality recognizes that with the limitations faced, staff cannot always spend the time they desire on training, workshops, or reading best practices for supporting volunteers. In establishing basic standards, organizations can find an increase in volunteer satisfaction, therefore contributing to an increase in project quality.The two main outputs of this project are a volunteer support guidebook and template for an online induction training. Both outputs will be created through an inclusive, collaborative effort and available for youth workers to utilize transnationally. Through strategic partnership, the hope of this project is to:· Strengthen organizations’ capacity to support international volunteers · Improve support for hosting international volunteers;· Ease the stress of volunteer management· Increase solidarity throughout partner organizations and all hosting organizations;· Promote active citizenship and volunteering;· To achieve these results, Rise in Quality will work on these objectives: Support capacity building of youth workers and participating organizations;Develop innovative practices in working with international volunteers;Increase quality of youth work in participating organizations by applying developed intellectual outputs;Promote active citizenship, volunteering and solidarity The specific activities involved are:1. The short staff mobility: a training course on coordinating and supporting volunteers in crisis situations;2. The short staff mobility: a training course on how to prepare on arrival induction for volunteers in host organizations through online training;3. Job shadowing and exchange of experiences and good practices;4. Developing a volunteer support guidebook and on line induction training for international volunteers;5. Multiplier event and dissemination activities

Needs of young people (further YP) are constantly changing and youth work (further YW) and youth workers has to be able to adjust themselves and their programs to these changes. In last year’s use of digitalization is growing unstoppable. The main users of these technologies are YP who are attracted to digital content and less and less interested in “ordinary” or we can even say old approaches in YW. This means that we, who work with them, also need to embrace digitalization and use their tools in order to attract, include and motivate YP. On other side with using more and more digital technology YP are more alienated from each other and some of them are even in risk of social exclusion. That is why in this case needs of YW and YP are same, notably embracing digital technology and learning how to use it, how to make content/program for youth and how to motivate YP to be included in lifelong learning, active and socialized. Based on that our project MAIN OBJECTIVE was: Increased capacity to work with youth and reinforce cooperation with partners from other countries through exchange of good practice in youth work and learning from each other’s.Cornerstone for achieving our objective was implementation of 3 short term joint training's for partner’s staff. On each training, every partner have send 2 representatives which are or focused in their organization of YW area / approach. Based on that, this project have include 32 YW / partner’s staff. Beside YW we have directly include in project 120 young people through 8 dissemination events in 4 countries. Main activities of the project was: -A1/M1 Preparation activities - during which we had kick-off meeting in Bulgaria. There we sign agreements, divide task and responsibilities and prepare for first logistical and visibility tasks; -A2 Analysis of national framework for youth work – By late spring we started analyze of all partner countries national framework’s / structure for YW; -C 1-3 considered implementation of 3 training’s – each training had his topic / focus that is described in other part of final report. We used training’s also for sharing examples of good practice as well as presentations of situations regarding YW structures in 2 country per training; -A3 Preparation & production of tangible outputs – Here we have worked creation and production of 2 movie’s from the records that we collect through interviewing different type of people as well as records from dissemination activities; -M2 Second partners meeting – here we have checked the movies what are finished and give instructions for those who didn’t finish it and we did the same for examples of good practice. In addition, we were preparing ourselves for dissemination activities. -A4 Dissemination – Due to situation COVID-19, we managed to implement 8 of planned 12 dissemination activities in period of last 4 months of project duration. Activities that was planned for end of February and whole March and April have been canceled; -M3/A5 Final evaluation – considers last project team meeting that we held it on line as it was impossible to travel abroad for any of the partners due to COVID-19 situation. Discussions and evaluations that was planned to be implemented on TPM3 we manage in larger part to finish on on-line meeting. Results that we have achieved are: -Increased capacities of partner organization for youth work; -Increased competences of participants / youth workers; -Created two video / movie; -Created one good practice examples workbook; -Transferred / used partner’s example of good practice; -Implemented 8 dissemination events. Impact that project have envisaged on specific groups were:Participants: improved competencies and experience in provision of youth work and opportunities for young people with fewer opportunities, improved multi-cultural and inter-cultural competencies through international partnerships and participation on international events. Participating organizations: improved competencies, professionalism, project development and management, methods / approaches and tools to work with young people. Target groups: better / more interesting approach to young people, innovations in attracting and inclusion young people in non-formal and informal learning, increased social inclusion of young people with fewer opportunities, increased level of motivation for volunteerism and participation in community, more youth using the services of partner organizations. Potential long-term benefits are: Impact on community at large through increased number of socially included young people, number and scope of activities produced in local or regional community in which we are including all sectors and then all sectors contribute to development of youth work and inclusion of young people.

Age of Migration is a capacity building in the field of youth project that gathers a consortium of 6 organizations, 3 from Europe, 2 from Latin America and 1 from Africa in order to work together to responds to new needs we have identified in the youth field to be able to work with migrant : - The intercultural learning in Europe is outdated – there are already new approaches to the ICL that reflect the need to see Europe and the world as diverse community of equals, but they are still not mainstream. The new objectives should be looking at all of us as one, and learning to live in diverse society. Therefore, this project is a point of reflection and contribute to the ICL methodology. - Migration seen as something negative – we talk about the migration and refugee crisis, which is already indirectly statement that there is something wrong, and many people blame the migrants and refugees for this; migrants are often blamed for the economic problems of the countries, and mostly the negative cases including migrants are being showcase; We see the need of the counter narrative where the general population can see as well the other part, human one. - We have the new reality of migrants that youth work needs to reflect – here we mainly talk about the ¨second generation¨, those young people often suffers intercultural conflicts with their parents, and on the other side often goes through identity crisis, since they are not fully accepted as members of any community;Age of Migration aims at contributing to the development of new approaches of the intercultural learning in the contemporary Europe and the world, which was previously identify as a need to step back from the approached which promotes nationalisms and focus on the cherishing diversity, competences of co-living and anti-racist education. For this we will set up the group of experts who will work on the project and learn from the experiences of mobility and local actions as well as from their own exchanges of experiences and best practices to produce some concrete results. Their work will be based on a total of 16 Europe to global south mobility and 6 non-Eu to Eu volunteering activities. During their volunteering, volunteers will develop approaches in youth organization to better know, understand the migrants, and sensitize local communities and migrants to the reality of the others. This will be reached using the innovative method of story mapping and the power of images in video. Indeed all volunteer will undertake specific tasks: videos to testimony the reality of migrants, story mapping to understand deeper the humanity that is behind a migrant.Youth worker from all 6 organizations will also benefit from a training on ICL targeting more precisely the work with migrants and will serve as a base for the guide that the consortium will produce at the end of the project the “100 advices how to work on Intercultural learning”.

"1.Context/background of project:The starting point of this project can be found in the difficulties encountered by the educational staff (educators, teachers, volunteers, etc.) in carrying out their profession in prison. The education in prison is different from the one in schools: it involves many factors linked to the prison context and its organisation, the prisoners, the rules, the organisation of the time, which all influence the teaching activities and make them extremely complex.The peculiarity of the recipients (either waiting for trial or already convicted) conditions their participation in the educational activities. The same can be said for working prisoners, because it can happen that work and teaching sessions are at the same time.For these reasons, the teachers and volunteers involved in the proposed partnership aim to share their experiences, discuss teaching methodologies as well as the encountered criticalities, and compare the best practices. 2.Objectives:The project aims to organise an autobiographical activity within the prisons to promote and encourage the reconsideration of the past and the planning of the future ""beyond the bars"". In short, the goals of ""The chrysalis and the butterfly"" project are :- Creating a space for reflection on specific topics to allow prisoners to redefine their lives during and after their experience in prison;- Strengthening the identity and the self-esteem;- Encouraging and motivating prisoners to describe their personal experiences and to communicate - even within a European context - the difficulties of living in prisons;- Comparing the outcome of the Erasmus project with similar experiences of other European prisons;- Presenting their work to the regional networks operating within the prisons;- Spreading the produced papers and multimedia at the end of the project;- Share the results of the project with the European partners involved;- Making the chosen methodology (autobiography) a common didactic practice in the educational processes for adult prisoners. 3.Number and profile of participants:We expect over 200 detainees to join. In part, they are already involved in autobiographical paths: for them writing has become ""the place of freedom"" where people meet to tell the inner world that is likely to annihilate themselves due to isolation and lack of stimuli.All prison staff, (management, educators, cultural mediators) and voluntary associations present in the various prisons gave their support.Also through their contribution, it will be possible to create a community open to dialogue and exchange, both locally and in a European context. 4.Methodology to be used in carrying out the project: The partners intend to use the autobiographical methodology to promote and encourage the reconsideration of the prisoners’ past and the planning of the future ""beyond the bars"".The project will be based on some paths, ""existential trajectories"" that will be freely used by partners to frame the canvases of prisoners’ lives in an immaterial structure, which will result in a self-reflexive and introspective value through different disciplines or areas. At the end of the project, we will get ""Pictures of an exhibition"", as Musorgsky would say: the writing of oneself (or, in general, the opening of a window on one's own existence) will be understood as a questioning of the identity of the subject, as individual labor, as the assumption of 'self-care', hopefully as the re-elaboration of a trajectory of meaning. 5.Results and impact envisaged:The most concrete result of the project will be the creation of Network of Autobiographical-artistic prison Pedagogy – NAP- which will disseminate,moreover, the manual of autobiographical methodology, the monographs of autobiographical literary texts and theatrical performances with people deprived of their liberty .The contribution of ""The chrysalis and the butterfly"" to penitentiary pedagogy will make it possible to:-Promote new kind of activities among operators involved in detention training and education;-Encourage the practice of using autobiography in the European context;-Promote the research in correctional education field in the European context. 6.The potential longer term benefits:This project aims to obtain the maximum benefit from the activities funded, so that its effects may outlast its two year duration. We wish to underline how collaboration among partners will continue through the usual methods of communication. Therefore we expect to continue to:- Collaborate on the e-Twinning platform; - Define a new Ka229 partnership, possibly aggregating other associations; - Keep the web site updated and collaborate with other networks; - Disseminate and maintain the results of the “The chrysalis and the butterfly”; - Continue to maintain relations of cooperation and friendship between the teachers involved, outlasting the professional aspect."

THE AIM OF THE PROJECTThe aim of the project is to develop, implement and disseminate innovation in the form of a MODEL of MOBILE SOCIAL EDUCATION (MmsED) in higher education. Its attribute is organizing the teaching process in motion, outside the university walls, with the participation of stakeholders from outside the academic community (citizens, representatives of institutions and organizations, activists, people at risk of marginalization).This model combines three important features of the educational process: (1) MOBILITY; (2) PARTICIPATION; (3) INCLUSION.The listed features relate to both the content and form of the designed teaching tools and classes. Based on the tests we assume that the organization of didactic classes in motion, with the active participation of students and other people, promotes better preparation for social life, including the role of an active citizen.We also assume that thanks to the introduction of the MODEL of MOBILE SOCIAL EDUCATION, the didactic offer, compared to the traditional model, will be more (1) CURRENT; (2) ADEQUATE FOR NEEDS; (3) ATTRACTIVE for class participants.THE MODEL of MOBILE SOCIAL EDUCATION consists of three modules: (1) RESEARCH WALKS; (2) STUDY VISITS; (3) EDUCATIONAL GAMES ON THE MOVE.WHO IS INVOLVED IN THE PROJECT? Institutions and organisations from 9 countries (Croatia, Czech Republic, France, Italy, Poland, Portugal, Romania, Turkey, United Kingdom) - 8 universities; - 2 NGO's; - 1 enterpriseNUMBER AND PROFILE OF PARTICIPANTS AND PERSONS INCLUDED TO THE PROJECT - about 345 persons in total1. Key persons in the project team - academic teachers, entrepreneurs and social activists - about 35 persons.2. Participants of the training course MOOC on the Education on the Move - teachers, educators, students - 300 persons.3. Participants of pilot classes - teachers, students and invited stakeholders - about 100 persons.4. Participants of dissemination events - teachers, students, activists, officials - about 300 persons.THE PROJECT INVOLVES THE FOLLOWING ACTIVITIES1. Conducting research on mobile methods2. Exchange of good practices in the field of mobile social education. 3. Conducting pilot classes evaluated by the participants.4. Preparation of instructional videos (to make a common instructional movie).5. Development of the student's handbook6. Developing a guide for academic teachers (teacher's toolkit).7. Developing the training course MOOC on the Education on the Move.8. Conducting partner meetings and disseminating the resultsTHE PROJECT PLAN FORESEEN• 5 meetings • 6 Intellectual outputs• 11 dissemination momentsTHESE ARE THE INTELLECTUAL OUTPUTS DELIVERED DURING THE PROJECT IMPLEMENTATION (O1-O6)I. Three books published• STUDIES ON THE MOBILE MODEL OF SOCIAL EDUCATION (O1) - a collection of jointly created scientific texts (theoretical, methodological, empirical) on the subject of mobile, participatory and inclusive methods and their application in academic didactics. Studies will provide a common intellectual basis for project partners and other institutions and people using the developed model. • STUDENT'S HANDBOOK (O3) containing descriptions of good practices in the application of innovative educational tools in the field of social and humanities education. The handbook shows how students can use these methods in future professional practice. • TEACHER'S TOOLKIT (O4) - containing tips on how to use methods by teachers (walks, study visits, educational field games).II. Other outputs• INSTRUCTIONAL VIDEOS (O2) - containing tips on conducting classes using a) study visits; b) research walks; c) educational field games.• A NEW PROGRAM CONTENT (O5) - innovative forms and tools of social and humanistic education.• the MOOC on the Education on the Move (O6) - online course for those who want to know how to conduct activities based on the education on the move.POTENTIAL LONG-TERM BENEFITS1. DEVELOPED AND STRONG NETWORK OF INTERNATIONAL COOPERATION - to create new projects together.2. INCLUDING and USING new content of the CURRICULA of selected academic subjects - innovative forms and tools of social and humanistic education.3. INCLUDING new subjects related to the use of innovative forms and tools of social and humanistic education.4. USING PUBLICATIONS WHICH ARE RESULTS OF THE PROJECT IN ACADEMIC EDUCATION (by students and the teachers).5. INFLUENCING THE PARTNERS INSTITUTIONS by adapting and implementing good practices to the teaching practice.