<< Objectives >>Gender inequality in the workplace is a well-known problem, and for women in the agricultural sector, the difficulties are heavier due to the constraints of that labour market.This project aims to enhance the employability of these women, by (1) investing in their capacity-building; and also mitigating barriers, through (2) raising awareness of the current situation of gender inequality and (3) identifying avenues for inclusion, participation, and representation of women in agriculture.<< Implementation >>Activities:-4 transnational meetings (1 face-to-face and 3 virtual);-Training workshops for women active in the agricultural sector;-Production of a Manual of good practices for gender equality in the agricultural sector (main tangible result to disseminate);-Multiplier events, with the participation of decision-makers from public administration and civil society (within the dissemination and exploitation of results activities).<< Results >>Results:-Manual of good practices for gender equality in the agricultural sector;-Guide to the workshop sessions for women farmers;-Development of skills and learning by women in the agricultural sector;-Identification and sharing of good practices that can enhance the inclusion of women in the agricultural sector;-Increased visibility and prospects of women in the agricultural sector;-Increased social awareness of the challenges faced by women in that sector.

<< Objectives >>EU-leadS wants to achieve the continuous training of trainers belonging to different sectors (formal, non-formal) and disciplines, as well as for entrepreneurs and aspiring ones, on the self-leadership theme, through the deepening and adoption of methods and innovative approaches aimed at fostering the resilience and sustainable development of European SMEs thanks to the synthesis between technical skills and cognitive, emotional, social and relational dimensions of entrepreneurship.<< Implementation >>- Identification and collection of inspiring practices, tools and testimonies on the subject of entrepreneurial self-leadership- Transnational training on the components and methods of entrepreneurial self-leadership- Delivery of national pilots based on the knowledge acquired in the context of the transnational training- Preparation of a comprehensive report containing the lessons learned- Organization of a multiplier event having a European dimension- Definition of the project follow up<< Results >>EU-leadS will produce tools to support the continuous training of trainers and entrepreneurs on the subject of entrepreneurial self-leadership as a synthesis between technical and cognitive, emotional, social and relational skills. At the end of the initiative, the trainers and entrepreneurs involved will be able to adopt good practices and innovative methodologies on the subject, deliver relevant services and support a cultural change at the company level with a view to develop self-leadership.

"<< Background >>A large number of articles report on underrepresented and marginalized groups as a cultural and economic threat to Europe. Additionally, online and offline articles about denying climate change have been described as the Ultimate conspiracy theory (Lopez and Share, 2020). However, the rise of fake news has not stopped yet. It even gets worse. The Anti-Rumour project ignores the debates over the false dichotomy between “fake” and “real” or “true” and “false”. It brings something new to the horizon in order to help youth identify conspiracy theories and fake news. The Anti-Rumour project aims to show some basic characteristics of such phenomena and how all conspiracy theories and fake news can be diagnosed academically in three simple steps following scholar’s Cas Mudde theories. According to the Dutch political scientist’s theories, fake news can be in the family of a broader phenomena that are characterized as ""a thin-centred ideology that considers society to be separated into two homogenous and antagonistic camps, 'the pure people' versus 'the corrupt elite’"".Democracies are fragile and vulnerable when their citizens are not aware and well-informed, as well as when their citizens insist on not engaging in democratic processes, with turnout numbers increasing. At the same time, various European surveys show declining levels of trust in the political institutions of democracy. Research on the past and present challenges and tensions in democracy can help to understand better and strengthen democracy, its resilience and stability. It will foster democracy’s further development to enhance representation, participation, openness, pluralism, tolerance, the effectiveness of public policy, non-discrimination, civic engagement, the protection of fundamental rights (environmental rights are an extension of the basic human rights) and the rule of law. The Union is founded on the values of respect for human dignity, freedom, democracy, equality, the rule of law and respect for human rights, including the rights of persons belonging to minorities.The consortium believes that democratic governance is restored and strengthened by improving the accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies and by expanding active and inclusive citizenship empowered by the safeguarding of fundamental rights.The project is strictly connected to EU’s priorities in regards to the Erasmus+ programme guide of 2021-2027, social inclusion and environmental awareness; as well as to some of the Sustainable Development Goals by the UN and is intended to be achieved by 2030. These SDGs are Goals 4, 5, 7, 10, 12, 13 and 16.<< Objectives >>The Anti-Rumour project aims to raise awareness regarding fake news's features and hidden discourses and understand the benefits of integrating young people into political discourses by engaging more youth organisations in the battle against fake news and conspiracy theories.The partner organisations noticed a need to have a common reference framework in youth work to be digitally savvy in an increasingly digitised world. Thus, this project will discover how to identify and overcome disinformation and tackle fake news, especially among young people who are more familiar with social media and can quickly transform into active media producers than passive media consumers. Social Inclusion and Environmental Awareness will be the two pillars addressed during the project's entire timeline. The project aims to enhance the participation of young people in democratic and civic life in the partner countries and Europe and grow scientific trust; it will support the fight against climate change - through environmental crisis awareness. Active citizenship will be strengthened. Anti-Rumour will enable young people to connect with civil society organisations and NGOs working on media literacy through the expected results and outcome of the project. It will increase social inclusion built on European values. Conspiracy theories will be approached through the lens of ""a thin-centred ideology that considers society to be separated into two homogenous and antagonistic camps, 'the pure people' versus 'the corrupt elite"" (Cas Mudde, 2017). Lastly, the project aims to be the very first to approach Media Literacy in a gamified environment. Thus the project will help improve trust in democratic institutions, safeguard liberties and the rule of law and protect democracy from multidimensional threats.The project aims at increasing awareness on the importance of active citizenship among young people, as well as to make sure that young people trust public administrations and they acknowledge the importance of the common European values, which are inclusion, tolerance, justice, solidarity and non-discrimination. The Anti-Rumour objectives will be delivered by creating a Guidebook that will help youth to diagnose conspiracy theories and deal with fake news, making sure that it addresses phenomena related to climate change & environmental issues and marginalised groups & minorities. Secondly, the project will create a digital toolkit that includes online and free tools for tracking down disinformation. The toolkit will be accompanied by tutorial videos on how to use those tools. The third result will be an innovative serious game on Media Literacy against Conspiracy Theories. This result aims to incorporate a fun and entertaining aspect in the project, yet educational and informative. Lastly, the project will introduce a learning module composed of four Lessons along with their lesson plans in four different thematics:1. Marginalized/underrepresented Groups & Social Inclusion;2. Environmental awareness & Global Warming;3. Conspiracy theories and their key features; and4. Media Literacy - Protection & Empowerment.<< Implementation >>The Anti-Rumour project plans to have in total 4 Multiplier Events (3 Local and 1 International Final Conference).During those events, we expect at least 125 participants in total belonging to Anti-Rumour’s main and secondary target groups:a. Youth Organisations; b. Youth Workers/Educators/Trainers; c. Organizations Supporting Media Literacy Education; d. Organisations Supporting Information Literacy; e. Organisations focusing on environmental awareness; f. Organisations that work with minorities and socially excluded and underrepresented groups; such as LGBTQI+ people, migrants, refugees, poc, etc.These events will bring together:a) presentations of project results as well as presentations by the national project managers and researchers; andb) Lessons on Media Literacy focusing on environmental awareness and social inclusion.Project outcomes that will be promoted in particular will be the project key results, namely1. PR1.1 1 comprehensive list with a minimum of 15 resources on the existing situations in regards to fake news, rumours and conspiracy theories.2. Synthesis of Media Literacy and Academic Theories related to conspiracy theories performed by the youth trainers and educators3. PR1 publication: Anti-rumour Guidebook “How to diagnose conspiracy theories and how to deal with fake news”4. PR2 Toolkit for tracking down disinformation5. PR3 Serious Game & Game Instructions6. PR4 Publication of Learning Module and the Lesson Plans7. PR4.A6 Series of Lessons (Local Lessons Sessions)Additionally, Anti-Rumour will have 4 face-to-face TPMs, which will contribute to keeping the work plan flowing and facilitate the coordination of the project’s activities. SDC will be responsible for developing the agenda for each meeting, promoting the discussions and agreements among partners, and keeping minutes with the summarized action points that will serve as a monitoring tool in between meetings. For the purposes of our project’s management and coordination of the research activity, we have planned four official transnational meetings. For this case, each partner organization will select (amongst its employees) one researcher-coordinator.It is expected that 2 staff members will participate in the kick-off meeting and TPM4, while 1 member from each partner country will participate in TPM2 & TPM3. In case physical attendance is not possible, online participation is encouraged. In between meetings, quarterly online meetings will be promoted via ZOOM in order to keep track of the work in progress and implement corrective measures if necessary to enable a good work strategy.During these TPMs, the consortium will discuss the progress of PR1-4, as well as the actions taken in order to promote the project's sustainability, dissemination strategy, quality assurance and project management. Finally, the project's website and social media will sustain and promote the majority of the project's results and outcomes. Such outcomes can be either the finalised results that the consortium will produce or the material that the partners will use in order to achieve their desired outcomes; such as surveys, questionnaires, interviews, videos, etc.<< Results >>Through the implementation of this project and its project results, the main expected outcomes are:- The transformation of the teaching/training material that Youth Organisations and the rest of the target groups use;- The protection and empowerment of young people in social media, and the development of skills through media and information literacy. Additionally, young people will learn about contemporary, online, free tools- Anti-Rumour will combat disinformation, fake news and conspiracy theories. More specifically, it will re-introduce youth to topics related to environmental awareness and social inclusion of marginalised groups.In addition to these three main outcomes, Anti-Rumour will also teach new skills and methods through a series of OERs. This will be done through the full exploitation of all the possibilities provided by Media Literacy, with the aim to transform young people from passive media consumers to active media producers.These OERs include:PR1: Anti-rumour Guidebook “How to diagnose conspiracy theories and how to deal with fake news”- 1 guide published in four languages (in digital format- epub) aiming to raise awareness regarding the threats that conspiracizing holds, especially against young people and to address problems that young people face in regards to misinformation related to environmental awareness and social inclusion.PR2: Toolkit for tracking down disinformation- The toolkit will include a collection of 15 online tools that can help online users to identify conspiracy theories, to find out when they began, to learn who is leading the conspiracy, and to discover which news stories, blog posts, and other links are appearing most frequently in online conversations. Each of the 15 tools will be accompanied by a tutorial video on how to use the tool.PR3: Serious Game on Media literacy and against conspiracy theories- The game focuses on assessing people's skills and personality characteristics who can identify different types of media and the messages they are sending.PR4: Anti-rumour Learning Module (including 4 lessons & lesson plans)- This result is basically the production of four distinct Lessons along with their Lesson Plans. The module will teach youth organisations and youth workers how to use that material. It will showcase how the material from PR1, PR2 and PR3 can be proven helpful for marginalized groups and environmental issues. The module will be divided into 4 lessons.In addition, the following organisational results are expected before the project’s completion:- Development of project website & integration of the website in partner organisation websites, which will not only report about the project and the activities but also will store most ofthe created materials after the end of the project as a part of project sustainability;-4 Local Lessons Sessions in the partners’ countries on 4 distinct Lessons and the accompanying material, gathering 100 people in total;-4 transnational partner meetings;-4 multiplier events in every participating country (1 international and 3 national events)."

The economic and social scenario of the EU countries has undergone profound changes in recent years. Some are the result of the crisis of the years 2008 and following, othersit is the unraveling of the progressive de-industrialization of many urban areas of the continent. This new context has led to the mutation of theurban landscape, where often unused and abandoned areas at the end of their manufacturing life meet, especially in the suburbs. Yesit supports a growing youth unemployment, fruit of that same process of abandonment and change of the development model born with theindustrial revolution. The disused industrial areas and the difficult inclusion of young people in the labor market are elements of the same dynamics andthey pose, among the many possible, two questions: a) how to rethink the cities and enhance the unused production areas, improving the livability of the neighborhoods andreducing the environmental impact, b) how to ensure, in the light of the economic changes taking place, that the valorisation and reconversion of these urban spacesgenerate unprecedented employment potentials (not contingent and only related to project activities and infrastructural adaptation), able to respond to newneeds of goods and services. In the perspective described, it is considered essential to promote, as a strategic action for the development and governance of the territory, themodeling and systemising these experiences, with the aim of encouraging the recovery of abandoned industrial plants and re-reading in a new way thetheir social and productive function, welcoming the needs of the communities and the current needs of the labor market. The actions indicated in this project arein particular, they set out the following specific objectives: a) to compare and model successful experiences in the redevelopment and management of spacesindustrial companies that have assumed a new cultural, social and recreational use, b) define the professional skills needed for the management of the structuresaccompagnamento al lavoro. I partner hanno una esperienza specifica nel settore della produzione e gestione di eventi culturali e di professioni legate alsettore arte e spettacolo.L’implementazione del progetto prevede la realizzazione delle seguenti attività:a) Analisi delle best practice presenti a livello europeosul riuso di aree industriali dismesse a fini sociali e culturali b) Realizzazione di un virtual workspace c) Realizzazione delle attività di short term mobility d)Realizzazione di una mostra fotografica e) Definizione delle linee guida per la progettazione di attività artistiche e culturali in aree industriali dismesse. Ilprogetto intende offrire un contributo concreto nella valorizzazione delle aree dismesse di origine industriale e generare iniziative di natura culturale e socialein grado di creare un indotto professionale qualificato e offrire una risposta alla mancanza di opportunità occupazionali per i giovani.Un ulteriore impattoatteso è rappresentato dalla costruzione di un network stabile di partner europei che possa contribuire in modo significativo alla qualità dei progetti culturaligià attivati nelle varie realtà e consolidare ulteriormente le opportunità di lavoro e coinvolgimento delle comunità locali.

To address limited youth participation in the agricultural field, people need to have access to training that is relevant to the needs of the labor market, and furthermore to establish links with agro-businesses, so as to be able to find effective routes into employment. The provision of specialized agro-entrepreneurial training is one of the ways to achieve the above target, thus allowing people to gain direct access to the labor market in an environment that puts their development at its heart. The need to increase youth employ-ability and competences in the context of the agro-entrepreneurial field in Europe is compelling, as currently for each farmer younger than 35 there are 5.6 farmers older than 65 in Europe, out of which only one in 5 young farmers has followed a full agricultural training cycle and over two thirds exercise this occupation out of practical experience (Eurostat, 2017). Hence, the Agro_EduGames consortium, composed by one research centre-NGO with entrepreneurial and social scope - Citizens in Power (applicant) from Cyprus, one SME with focus on agro-entrepreneurship and rural development - the Polish Farm Advisory and Training Centre from Poland, one NGO working with game-based learning methodologies - Challedu from Greece and one youth organization promoting social innovation and sustainable development - Dramblys from Spain, intents to provide youth organizations and youth workers/educators with up-to date educational tools on agricultural entrepreneurship using game-based learning (GBL) processes, such as the innovative methodology of Escape Games (i.e. escape rooms, break-out-boxes and escape card games). Academic research supports that the introduction of GBL approaches in entrepreneurship education has augmented learners’ motivation, has improved the adaptation of learning material for various types of learners (such as people with SLDs) and has facilitated the formulation of entrepreneurship mentality, skills and competencies through the simulation of real business-oriented challenges (Grivokostopoulou et al.,2019). As such, through the creation of this project, the three main expected end results are: i) the modernization of the teaching/training material that youth organizations and youth centers tend to introduce in their daily routines and which are interwoven with the reinforcement of the field of agro-entrepreneurship; ii) the creation and empowerment of a new generation of agro-entrepreneurs, fully trained to tackle multiple modern challenges, able to come up with sustainable and structured solutions, thus creating their own agriculture enterprises; iii) a full exploitation of all the possibilities provided through the GBL processes, and especially through the Escape Games methodology, with the aim the latter to be converted into effective and efficient educational tools.In addition to those three main results, the project team expects to obtain two secondary pedagogical results on the completion of the project and after:1) creation of educative ER with a clear inclusive aspect to allow an equal participation for the learners with a specific learning disorder, and especially 'Dys' youngsters2) development of soft skills by making the learners collaborate during the challenge that will be presented to them during the educational Escape Games activities. During the project, the most important practical results of the project will be the design and creation of OERs in four languages (English, Greek, Spanish, Polish). These OERs include: -1 guidebook (in epub format) aiming at explaining the concepts of AE and GBL, the benefits of this teaching methodology and providing examples of its possible applicability in youth education through variations of Escape Games-1 learning module (in epub format), including 5 Escape Room/Break-out box scenarios centred on AE, along with all the materials, blueprints, multimedia and the digital material to be used. - Video trailers to guide the youth workers in the delivery of the ERs/BoBs- 1 Escape Card Game for 2-6 players, along with its implementation guide, which will teach youth how to overcome various daily AE challenges through an innovative,playful and portable way -1 Booklet of good practices presenting the trials, errors and successes throughout the project to help youth trainers grasp better the provision of AE education through GBL processes and the Escape Games methodology; - 4 videos showcasing the delivery of Local Training Sessions in the consortium countriesIn addition, the following organisational results are expected: - Development of project website -4 Local Training Sessions in the partners’ countries on the 5 ER/BoB scenarios, the accompanying material and the escape card game, gathering 100 people in total-1Transnational Pilot Session gathering 8 specialists to test the validity of IO2 and IO3-5 transnational meetings; -4 multiplier events in every project country (1 international and 3 national).