DAY PLOT project starts from the Recommendation of the EU Parliament and Council 2006/962/CE which stresses the 8 key competencies for lifelong learning that are skills and competencies of which “each one need to allow personal development, active citizenship, social inclusion and employment”. It aims to elucidate this framework to help disadvantaged young people not working and not studying, also thanks to ICT for learning. DAY PLOT is linked to at least three priorities of the Programme (inclusion, key competencies for VET, digital era).The target of the project is the group of professionals working with these disadvantaged young people such as: the Practitioners of School, University and/or Labour guidance; the Practitioners of Working market Agencies and of the Employment Centres; trainers and teachers of the VET sector. The final beneficiaries are the young people with disadvantage condition; in particularly NEETs and migrants looking for a VET opportunity or for employment. The main stakeholders are all the organisations involved in the inclusion area (VET schools and institutes; Public Administrations dealing directly with the young and with education, labour and reception policies; trade unions; enterprises, etc.)The concrete aim of the project, articulated in 6 innovative IOs, is to build with and to offer to the direct target a set of useful tools to help the young people with disadvantage condition ageing from 18 to 29 years with specific training, education, in order to facilitate their entrance in the more appropriate VET channel to strengthen their competencies and/or in the labour market.Throughout the project’s life the target group will test innovative e.learning modules (ECVET version) on a MOOC platform used for the competence assessment and development, in order to enhance the training/employment chances for the disadvantaged young.At the beginning of the project a Report on the needs and best practices on the topic of the key competences development at EU level will be performed in order to support the following assessment and training activity.An original diagnosis tool kit based on innovative frameworks, including gamification and survey will allow practitioners and teachers to map the key and professional skills of the young Neets/migrants and to assess their level, allowing also the practitioners to support the young people in writing a personal Europass CV.DAY PLOT has also other innovative IOs; a feasibility study for the platform which will be able to automatically match client-enterprise using a specific database with original solutions (high interactivity and competence tag); the Guide Line report which will help for a correct performance of all the new tools and a Report aimed to insert the DAY PLOT tools in the framework of VET and inclusion policies.The partners are all expert of EU project in this area (except P1) and have been already engaged in one or more project topics. The Management of the activities and the coordination of the partnership will be done by Antares; all the partners will contribute to the management of DAY PLOT. In particular Eulab Consulting will coordinate the Quality system; GEMS will coordinate the dissemination activities; HIOA-AFI will suggest the Sustainability Guide Lines for the project; Hafelekar will coordinate the partnership internal and external communication and CRIA will coordinate the internal evaluation of all the produced IOs. A specific care will be devoted to support the communication and the experience exchange among the partners (5 partnership meetings will be held), in this way a team focused on the DAY PLOT success will be realised.An important part of the process will be the dissemination and sustainability of the results; the involvement of 1500 interested people, coming from the 3 groups above, is foreseen. Several communication tools will be used in order to amplify the impact not only inside the partners and their territory, but also at national and European level. The goal will be to get new products (translated in 5 languages) interesting for a large number of the target group members; they will be innovative, free of charge, with an EU dimension and ready to be implemented.

"The CALLING project is planned as a new voice to listen to: that of students and their dreams, talents, attitudes and vocations, in order to accompany them in a process of orientation aimed at self-training and full self-accomplishment.Orientation (Guidance) is a process associated with the growth of the person as a whole, considered in their identity, in their relationships with theirselves, with work, with the others and with their own aspirations and wishes: ""To Orientate an individual means making him/her acquire self-guidance skills, aimed at improving the self-perception, making her/him capable of making decisions and choices consistent with one's wishes».The project “CALLING - An Innovative Approach in School Guidance and Vocational Orientation” fits perfectly into the picture just outlined, and intends to support and accompany teachers towards a paradigm shift: the student is a ""complex system"" beyond the school aspects and, as such, the student must be considered in the new perspective of his/her dream to be made true. Teachers, starting from the student's aspirations, attitudes and interests, should help him build his life project in terms of self-evaluation, self-guidance and self-accomplishment.The CALLING project refers to 3 main priorities of the Erasmus Plus Program: 1) SE - Strenghening the profiles of the teaching professions; 2) H - Supporting individuals in acquiring and developing basic skills and key competences; 3) H - Social Inclusion. In this perspective, the project will transfer an innovative Orientation and Skill Mapping method to the teachers, target group of the project, and will provide them with a Suite of Tool including a training module in preparation to the testing. Also, a final Charter will include all the project tools and contributions, in order to be used in the classroom. The CALLING method and tools will facilitate the teachers to build an orientation and mapping path and will support them to help the potential ESL students (final beneficiaries) to counter the risks that make them so.The project partnership has an extensive experience in: 1) European project’s design / management, 2) building educational, training and professional Guidance paths, 3) skill assessment. The CALLING project partners are: Eulab Consulting (IT), Coordination and Administration manager and IO2's leading partner; Skill Up (IT) responsible for Impact and Dissemination and leading partner of IO4; Consorcio Educacio Barcelona (ES), project quality manager and IO1 leading partner; Akademie Klausenhof (DE) in charge of internal product evaluation and IO3 leading partner; GEMS (UK) responsible for Communication and Sustainability and support partner for IO1 and IO4; Orte’s Comprehensive School (IT) responsible for internal product evaluation and IO3 support partner.The tools produced by the partnership, outlined in 4 IOs, will offer to recipients and beneficiaries: a comparative report containing the results of the analysis conducted in the partner countries on various models of orientation and skill mapping (IO1); the digital platform to monitor the orientation path (IO2) for teachers; an integrated package of innovative tools (Suite of Tools - planned using the comparative analysis’ results) and a preparatory training module (IO3); the CALLING Charter, that will systematise all the work done, enhance both the philosophy and the products, emphasise how the chosen methodology is able to guarantee an added value to the target group-teachers and significant positive effects for the final and potential beneficiaries.Finally, a relevant operational segment of the process will be the dissemination and sustainability of the results. With the explicit intent to involve the largest possible number of potential users of the Suite of Tools and the CALLING approach, many different forms of external communication will be used to increase the impact, not only among the partners’ territories, but also on a national and European level. The goal is to translate the project outputs in the 4 languages of the partnership and to make them interesting for a large number of people for being innovative, free of charge, European-minded and immediately usable."

"CIVIC project is a bridge between the training Curriculum for social inclusion of people with experience of severe mental issues, produced by the ""HERO. Housing: an educational European ROad towards civil rights ""[n. 2016‐1 ‐ IT02 ‐ KA204‐024078] - and the development of increasingly inclusive communities.In CIVIC ""Housing"" is intended as a system of social facilities into a network of human relations in a safe neighbourhood. It is a community-based strategy used to allow the transition from aid to inclusion.Recently the prestigious magazine The Lancet (2020) by virtue of the expiry of WHO Mental Health Action Plan 2013-2020, again wrote: ""Community empowerment is the route to mental health promotion"".Since October 2018, The Lancet Commission on Global Mental Health and Sustainable Development had drawn the attention of the scientific community on indicators for mental health and grouped them into three areas, Mental health: 1. determinants (neighbourhood, social/cultural) 2. systems and services (availability, access) 3. outcomes and risks protection.The indicators selected by HERO project perfectly comply with Lancet indications: the Curriculum is based on them. CIVIC is based on the same indicators.In 2019, with the Handbook ""Quality Rights materials for training, guidance and transformation"", WHO takes a step forward in reiterating the connection among human rights, community empowerment and mental health.CIVIC will connect housing indicators and human rights:-following WHO’s suggestion, as it educates communities in housing and thus promotes the protection of rights, the development of social skills for inclusion.-expanding the diffusion of the Curriculum developed by the HERO project, by comparing it with other experiences and good practices, making it available to groups at high risk of social exclusion-strengthening social inclusion through housing training.CIVIC aims to make the access to education on Housing easier for Local Communities. CIVIC’s main goals are:-Expand and support the diffusion of the training Curriculum on housing and mental health, for local communities.-Increase networks for non-formal learning in supported Housing-Identify social and civic skill in housing pathways-Collect and share solutions for housing problemsThe sharing of good practices and the training carried out in CIVIC will lead to two outputs:1.Tutorial of the HERO training Curriculum for inclusive local communities2.Booklet ""What to do in case of ..."" providing ideas, suggestions, solutions for housing.CIVIC will be implemented through a synergic work of 5 partners from 5 EU countries. All organizations have housing experience in active inclusion processes and protection of rights, in both national and international network.Four target groups, which represent local communities were identified: 1. mental health service users and their families, 2. mental health service professionals, 3. professionals from other agencies (schools, employment office) 4. citizens (neighbors, volunteers).225 people from the target groups will be involved by the partnership and will make their direct contribution to CIVICCIVIC will be implemented through:-Meetings for sharing objectives, information on housing, updating activities (TPM). They’ll start with the Introductory Session, to which the hosting partner will invite 3-5 people from the target groups, for housing stories by those directly involved. -Training/learning activities among the partners(C1-C2): milestones for the CIVIC outputs. The first on the training Curriculum, developed in the previous HERO project. The second, on solutions to housing problems. Each partner will train the others to deal with specific housing issues starting by their knowhow on supported housing, mental health, community-based approach, human rights, non-formal education, social skills.-Each partner will be engaged in information and dissemination activities, in the fine-tuning of outputs, reporting and monitoring activities, throughout the life of the project. The project is based on the exchange of good “housing and inclusion” practices, on comparison of problems faced and solutions implemented, on work methodologies such as: goal- setting, co-production, storytelling, brainstorming, learning by experience.Supported housing is a process already started and funded by EU or by separate countries, to help people with mental health issues and at risk of social exclusion, to manager their life. Although its aims are common, it has several forms in different EU countries.Finalizing effective housing projects, through in-depth study and exchange of practices among EU countries, means above all, promoting and sharing the fundamental EU values of inclusion, rights’ protection and lifelong learning.CIVIC is a palindrome and evokes circularity. A circularity that becomes a resource: continuous, productive, always renewed exchange,from individual to community and viceversa"

LEI is the flower necklace that the Hawaiians offer to welcome foreigners for their arrival. “LEI - Language, Environment, Inclusion” will be the name of our project who wants to welcome in the school institutions marginalized young people, starting from refugees and asylum seekers, but including also early school leavers (ESL) students. LEI refers to 3 priorities of the Programme: a) School - Supporting schools to tackle ESL and disadvantage; b) Horizontal - Social Inclusion; c) Horizontal - Transparency and recognition of skills and qualifications. Project LEI will contribute to these priorities by developing a dynamic platform that will support, encourage and enable better engagement from all stakeholders involved in supporting the inclusion of refugees and disadvantaged students in the school system, suggesting at the beginning if the school or the labour market is the right option and then, in the school environment, giving to each young a support to recognize his/her qualification, to improve the language knowledge and to support the social inclusion also fostering the co-work of refugees and local students, with the involvement of potentially ES,L in order to cross-contaminate the experiences and generate a positive and inclusive attitude and environment. The primary target group are teachers of the schools; then, for some of the LEI tools, the secondary target includes also government agencies, public services practitioners working with refugees/asylum seekers (R/AS). The long-term beneficiaries of the LEI project are R/AS and ESL. The project activity will involve several stakeholders groups: school decision makers, school directors, p.a. offices involved in the immigration sphere, families (both of R/AS and ESL). The tools produced by the partnership, within the foreseen 6 IOs, will offer to the target groups and to the final beneficiaries an integrated package of active measures that will firstly realise the following actions. 1) Planning and writing up of a Baseline Audit and Needs Analysis Report with a focus on the best practices to foster the inclusion of R/AS and supporting the potentially ESL. 2) Support government agencies, public services practitioners and advisers to understand if it is more suitable for the R/AS to be addressed to the labour market or the school system. 3) Develop good practices to enable better communication and collaboration between agencies working with R/AS and school system, improving the understanding between the two systems to provide responsive and inclusive services that meet the language, cultural and social inclusion. 4) Design an inclusive LEI Environment and plan a LEI path to allow the teachers and practitioners to handle the complex situation of disadvantage young people. 5) Design and test a training module for teachers to better recognize the qualification of R/AS in order to address them to the suitable school offer and to understand which are the weakness to be supported for a quicker inclusion. 6) Design and test a language training module with innovative characteristics (gamification) to better involve the R/AS and to offer a new didactic methodology for the teachers/trainers. 7) Design and test a social inclusion module which will help teachers to work with R/AS and ESL students, planning a common project work which will help, thanks to the exchange of experience, a better inclusion of all the students in the school and social environment. 8) Building up a platform hosting all the tools and develop and design guidelines. 9) Publish the LEI Charter to valorize the project outcomes and to offer to the decision makers of school and immigration systems a standardized model easy and useful to be adopted. LEI project has a partnership of 6 organizations (from DE, ES, PT, UK and 2 IT ) with a solid experience in EU programs and coming from countries with different culture and approach to the migrant support and inclusion, in order to enhance the comparison and the search of good practices to be standardized and disseminated. The management will be shared among the partnership; each partner will lead one IO and will organize one multiplier event; Antares will coordinate the whole process, P2 will coordinate the dissemination & impact activities, P3 the Quality system of the project; P4 the sustainability strategy; P5 the partnership communication and P6 the results evaluation. A strong and diversified dissemination strategy will be secured along the project life span with the explicit aim to involve a number as larger as possible of LEI products potential users in order to get a suitable impact at local, national and European level. The longer term sustainability of the LEI project and its resources will be secured through a dedicated web site which will continue at least two years after the project funding period has ended. All the partners will be engaged to disseminate for free the LEI products in their environment for that period.

N. Ireland has high numbers of Young People (YP) who leave school with no /few qualifications; these YP often drop out of education and are described as being NEET (Not in Employment, Education or Training) They often have fewer opportunities & many have complex barriers that prevent them engaging with mainstream VET. In 2010 GEMS NI began to research & develop ideas to improve pathways to VET for NEET YP. This wasn’t about creating new VET programmes or delivery infrastructure, but creating the right conditions to make VET more attractive & accessible to YP who need additional support and a flexible menu of learning, life, leisure and work opportunities. GEMS NI developed the Co-Ment project - a flexible model which through personal mentoring assists a YP to develop their personal action plan around 4 ‘Zones’ Learning, Life, Leisure and Work with the YP banking time through activities in each Zone, supported by a personal mentor and an innovation resource to support their goals. Key to the model design is collaborative working between the range of organisations that need to share knowledge and resources to support a YP on their learning pathway with the YP’s personal Mentor helping them to navigate their learning journey. The project, delivered by GEMS NI since 2012, has been highly successful in supporting disadvantaged & marginalized YP to engage in VET; improving their personal capacity for learning & work resulting in positive destinations - return to education, engagement in mainstream VET programmes and employment. The EC-YP project aimed to develop, transfer & implement the innovative Co-Ment model in Italy, Austria & Ireland, customised to the needs of the partner country, to improve VET outcomes & lifelong learning pathways for NEET YP.The EC-YP in VET partnership combined the experience & expertise of organisations committed to working together to develop attractive & inclusive VET for disadvantaged & marginalized YP: GEMS NI,UK (Co-ordinator);TIME,UK; Antares ,Italy; Die Querdenker, Austria and Ballymun Job Centre, Ireland.The project had 2 direct target groups 1: 20 VET mentors who have a specialism and practical experience of delivering dedicated mentoring and careers advice to NEET YP 2: 62 YP who are not in education, training or employment and are recognised as amongst the hardest to reach, hardest to help In addition, 32 NEET YP and 10 VET trainers participated in the EC-YP YP Forum and EC-YP Advisory Group respectively contributing to the product design, evaluation and project dissemination. EC-YP was delivered through 8 work packages (WP), 3 core (Management, Quality /Evaluation and Dissemination/Exploitation) and 5 integrated product development WP (Needs Analysis, Product Model and Web-based platform, Training of Mentors, and Pilot Testing) Each WP had an allocated partner lead mapped to skills and experience and all partner roles and responsibilities within a defined budget & time-frame. ACTIVITIES• Project Management Structures (EC-YP Advisory Group, Quarterly Reporting, Basecamp, Dropbox, 8 transnational meetings, SKYPE meetings, & monthly partner contact)• Bi-annual Internal Monitoring reporting, bespoke evaluation methodologies mapped to project stages, YP Forum)• Dissemination Strategy & live plan, European, National, Regional and Local / 4 European Multiplier Events • Baseline Auditing and Needs Analysis • Product Development – collaborative mentoring model, & web-based platform • Training for Mentors piloted programme • 15 month Pilot Testing phase SUMMARY RESULTS & IMPACTA Quality Assured EC-YP Training for Mentors package, Collaborative Mentoring Model & web-based communications platform for use in partner countries UK, Ireland, Italy & Austria. A tried & tested approach which creates meaningful VET pathways for YP which creates meaningful VET pathways for NEET YP who experience multiple & complex barriers. POTENTIAL LONGER-TERM BENEFITS In Ireland the Police Service is interested in the model and how it could be used to work with young people on remand. Ballymun Job Centre have introduced the model into its practice portfolio and will share its learning within the Ireland-wide Employment Service membership. In Austria the project has made a strong impact with the Upper Austria Labour Department providing Die Querdenker with €50,000 to work with NEET YP. In Italy, Antares is developing a gamification tool to support teachers/VET to work with young people who are NEET including young migrants. In the UK GEMS NI and TIME have received interest and commendation from the NI Education and Training Inspectorate with GEMS NI being asked to present on how the model measures distance travelled and soft skills. The project is also being highlighted in international NEET research undertaken by Professor Sue Maguire, University of Bath and the work of Professor Robin Simmons, University of Huddersfield; both academics are recognised as experts in the NEET field