The project GLOBAL PLACE: Global Partnership for Learning, Acting, Creating and Educating aims at creating the global partnership for the EVS coordination and the sustaiable development. We have engaged 17 partners in total from16 different countries: Spain, Poland, Romania, Bulgaria, Italy, Greece, France, Vietnam, India, Nepal, Philippines, Thailand, Kenya, Malawi, Nicaragua and Peru in order to achive together the following goals:1) Strenghten a network of organisations with common vision on volunteers exchange and sustainable development,2) Create a response to the post-2015 development agenda in the sphere of youth,3) Foster cooperation and improve the quality in the field of EVS Exchange.The objectives of the project we are planning to meet with the following activities:a) International Conference – that will take place in December 2014 in Lorca, Spain and will aim to create a space for networking, sharing the best practicies in EVS and creating guidelines to work together as well as set the foundations of a coóperative process for developing an educational Tool-kit dedicted on the Sustainable Development Goalsb) Development of the T-kit with tools how to address the topic of the Sustainable Development Goals in the work with young people, that will be downloadable from the web www.bevolunteer.net and will address the upraising need to tackle the topic of the new goals that are going to enter into the practice from 2015 (after the Millenium Development Goals)c) Implementation of the SDG Awareness raising Campaign – that will consist of the international contest of the postcards representing 12 different Sustainable Development Goals, and will be followed by the activities of the job shadowers and local dissemination activitiesd) Job shadowing phase – that will include in total 33 different mobility from/to Europe and to/from different parts of the world, in order to build capacity and strengten the cooperation between the partners.As a result of the project 39 youth workers associated with the project partners will participate in the international conference and 33 will do a job shadowing in another continent. These youth workers, directly involved in the project, represent a specific target group. While the development of their competencies is also part of the impact on their organizations, it needs to be highlighted that the learning provided within the project does not only affect the people professionally, but also on personal level – such as competencies for intercultural awareness, commitment for sustainable development and living.

The HAPPY project was a global capacity building initiative engaging 6 youth organizations from 3 continents with the main aim to create the partnerships response for the urging global problem of youth unemployment, and find out how local and international volunteering can contribute to solving this problem.The specific objectives of the project were the following:a) to improve the expertise of the partnership, to enable them to work with NEETs more efficiently;b) Support unemployed young people and NEETs, and particularly those in long-term unemployment to build competencies that will give them better chances to be included in the labour market;c) To contribute to the development and empowerment of local volunteering structures in the partners´countries;d) Enhance active citizenship on local and global level within a group of traditionally passive (long-term) unemployed young people;e) Support development efforts in communities much in need in countries outside of Europe.The HAPPY project was implemented by a partnership of youth organizations in Spain, France, Thailand, Italy, Kenya and Perú.The project had the following three main directions of action. The first one was implementation of the International training of trainer and facilitators ¨Empowerment of Young people to fight youth unemployment¨ for youth workers, there the action plan how to involve NEETs into volunteering was be created. Second stage was the local work, that included the outreach and trainings for local volunteers. Meanwhile there a mobility of 18 EVS volunteers took place to Thailand, Kenya and Perú. The last stage as the dissemination and exploitation of results through dissemination events in all 6 countries and online through the social medias of the partners.The whole project was based on the specifically-created HAPPY model. HAPPY stands for:· Help. The volunteer’s main task is to run a project in support of the local community. Volunteers use their time, energy and competencies to help those most in need, while at the same time helping themselves.· Absorb. The volunteering services should be done in a way to support the learning of the volunteers at a maximum in various personal and professional competencies..· Participate. Apart from their regular projects (usually service-oriented) the volunteers should be engaged in at least one other action as a manifestation of their active.· Promote. The volunteers that do volunteering services in another continent are perceived as ambassadors of global change. They will promote both the idea of volunteering as an act of active citizenship and the idea of sustainable global development.· Youth. Activities fitting the interests of the young people, being youth-friendly and fun!After the evaluations done with the 6 partners involved in the project, the 18 EVS volunteers, 21 participants of the Training Course in Spain, more than 400 Young people involved in the local trainings and in dissemination events in all 6 countries we can draw some conclusions of what are the results of the project:Intangible:•Improved the expertise of the partnership enabling all to work with NEETS more efficiently•We have involved 18 unemployed young people in the EVS activities and more than 20 young people per country in our national work in order to be able to gain transversal competences•The project contributed to the development and empowerment of local volunteering structures in the partner’s countries•Enhance active citizenship on local and global level with groups of young people that are traditionally passive (long-term) unemployed•The project supported the efforts in communities much in need in countries outside Europe•improved expertise in leading and coordinating Capacity building projectsTangible: •Report of the TC in Spain•10 Happy videos•55 written blogs•Training curriculum

"<< Objectives >>- Raise awareness of climate change and climate justice within the European context and beyond.- Exchange best practices on social, ecological and economic sustainability.- Create a checklist with tips on how to improve sustainability in our daily work and projects- Create a mini-MOOC to disseminate and give visibility to the checklist and the collected info, hosted on the web www.youth-mooc.eu<< Implementation >>The main activities will be:1. A consultative research to gather information on environmental impact and to be more socially and economically sustainable.2. An international seminar on mobility and sustainability.3. Training course ""Erasmus+ projects with sustainable mobility from a social, economic and environmental point of view"".4. Mini-MOOC ""Erasmus+ projects sustainable from a social, economic and environmental point of view""<< Results >>- Raise awareness of climate change and climate justice within the European context and beyond.- Exchange best practices on social, ecological and economic sustainability.- Create a checklist with tips on how to improve sustainability in our daily work and projects- Create a mini-MOOC to disseminate and give visibility to the checklist and the collected info, hosted on the web www.youth-mooc.eu"

<< Background >>We, the 3 partner organisations (Graal from Portugal, Cazalla Intercultural from Spain and Cluj-Napoca Volunteer Centre from Romania) look at our project idea from three directions:-we observed during our hundreds of youth programs that gender inequalities exist at different levels: individual (from beneficiary to beneficiary/ volunteer to volunteer), organizational (from the entity to the beneficiaries and staff members, since the organisations lack clear procedures in the sense of being gender-sensitive and dealing with situation of gender-based discrimination).-we read the Programme Guide and understood that the European Commission aims to build a European Education Area, which can be created through strategic partnerships aligned with the Union Youth Strategy 2019–2027. Therefore, we have seen that it is a fact that at EU level, gender equality and youth work are relevant goals for the European youth. We want to contribute to this aim, by teaching youth that gender equality is for all, and this goes hand in hand with the fact that millions of young people are engaged in youth organisations. We want to reach organisations, give them the tools to provide a safe and inclusive place, transferring a European Goal to grass root impact.-we, all partners, are passioned and motivated to advocate for GE, whilst we have complementary competences: Graal (celebrating this year 100 years of existence and promotion of gender equality) has expertise on the topic of gender equality and in tackling it in direct work with beneficiaries, Cazalla Intercultural is an active organization in the field of youth work, developing relevant, engaging programs (eg. using gamification) for to cover educational needs of youth, CVCN, as a volunteer centre, brings the expertise in training, consultancy, resource creation and project management within the nonformal education framework.Gender-based discrimination is met in youth work. In these situations the youth worker is the one to act, but does not have the tools to do it (very few are capable to address it, some try to promote gender equality but lack competences, some don’t see it relevant since they have other organizational issues: staff fluctuations, lack of funding). Looking at these, we aim to equip organizations and youth workers with competences to tackle gender equality in youth work. The more professionals in the field become aware of the gender equality dimension by getting knowledge on the topic, skills to deliver inclusive educational programs and proper attitudes to manage situations of discrimination, the bigger the impact. With OBLIO, organisations from all over Europe would benefit from supporting materials (a guide), increased competences (MOOC and training design), changed attitudes through digital learning opportunities (VR game).<< Objectives >>Our intentions are highlighted through the name of the project. Oblio is a character of a ‘70s animated cartoon, living in a community where everybody except they has literally a pointed head. Oblio demonstrates that differences are valuable, as `you don’t have to be pointed to have a point in life`.We want to bring our contribution towards a more tolerant and gender-sensitive Europe, and we act by doing it in the environment we know best: youth work. For this, we have set the following 4 project objectives:Objective 1- To outline the manner in which organizations, from the 3 countries of the partnership, are leading internal and external processes in relation to gender equality, assessing how they ensure an open and accepting environment for all genders – male, female, non-binary – in the first 4 months.Objective 2- To increase the capacity of over 380 youth organisations from Europe, the users of project’s results, to introduce or develop gender equality dimension in their work, until the end of the project.Objective 3 - To develop competences on managing gender inequalities in youth work of 15 youth workers, trainers or other professionals working with youth from Portugal, Spain and Romania while testing the training design, until July 2023.Objective 4- To increase the organisational capacity of the 3 project partners as service providers for other entities on gender equality topics, by the end of the project.The project is grounded in national, European and international initiatives and for us, as project initiators, is more relevant than ever to do our best to achieve the project objectives and create impact in all areas of focus.<< Implementation >>We are focused on creating internal procedures which will lead to the desired impact. Therefore, we will create tools to monitor, evaluate, assess the quality and impact of the project, and to share and promote the 4 project results: the guide, the training design, the virtual reality educational experience and the Massive Open On-line Course.We will prepare and organize a Learning Teaching Training Activity taking place in Romania, in the shape of a 7-day training for 15 participants (5/ country), as well as various activities to promote and share our project results: city quests, 1 day training sessions, visits in the community/ schools/ events etc.Each partner will organize a Multiplier Event, inviting 20 organisation representatives, interested in making youth work a more gender-sensitive environment.Throughout the project duration of 26 months, will take place 5 Transnational Project Meetings in order to organize and align with each other for a smoother, effective and efficient process.In numbers, within the projects activities we plan to involve:- over 470 organisations which want to introduce the gender equality perspective in their structures (380 beneficiaries of the online shared intellectual outputs, 60 participating in the Multiplier Events, 36 attending the City Quest)- around 560 youth workers, educators, trainers and professionals in the field of youth, and also simply youth (15 participants at Learning/Teaching/Training Activity, 45 participants at the 1-day local training, 100 participants who finish the Massive Open On-line Course (MOOC), 400 young people and youth workers users of the virtual reality experience)We encourage the involvement of participants with fewer opportunities, dealing with economic, geographical, social obstacles or migrant background, who also fulfil the participant’s profile: shortly, youth workers/ organisations representatives who want to tackle the gender-based discrimination in youth work.<< Results >>The project activities involve a joint work on the development of 4 project results:- a step-by-step guide for gender-sensitive organisations- a training design on mainstreaming gender equality- a virtual reality educational experience- a Massive Open On-line Course on gender equality education.All those 4 project results are designed according to the project objectives and the needs of the target groups.At the end of the project we will like to see the following changes, as part of the impact estimated in relation to the expected results:- min. 30 organisations will transform elements of their organization in order to be gender-sensitive and improve the competences of their youth workers- mini. 10 youth workers will create safer and more gender-inclusive educational spaces for young people in their organization by adopting new inclusive methods - over 100 will get aware of the consequences of gender-based discrimination, observed through the after-VR assessment- over 50 young people will be engaged in learning by doing activities on the topic of gender-equality- all partners will expand their reputation in the sector, will attract new partners/ volunteers/ stakeholders and will continue working for gender equality (new partnerships, projects)The longer-term benefits are given by the fact that our entire project is designed around creating and spreading the deliverables in the youth sector, while creating the environment for lifelong inclusive organizations, in order to `leave no one behind`.

"The aim of the project was to develop and implement innovative educational practices based on the use of games as an effective method of non-formal education of the youngest representatives of the NEET group, who neglect compulsory education or learning, with a risk of social exclusion. This has strengthened the entrepreneurship, key competencies of the young people, as well as it has built a positive pro-social and intercultural behaviour patterns. Using a joint initiative of partnership and international cooperation, the project partners created a game that Is meant to be used as an educational tool for young people. They shared their experiences in using games and developed together innovative ways to use games as learning tools. The project has been promoting CLIL approach and linguistic immersion as an extremely efficient method that strengthens and extends the language skills of the participants.During the realisation of the project we realised that games are becoming more readily used by educators and facilitators in youth work due to the fact that young people respond to them in a very positive way. Use of games induces emotions, the desire to compete and motivation associated with rapid results of undertaken activity. In addition, the use of techniques and mechanic known to the participants of games (gamification) significantly modified their behaviour positively. Overcoming successive, achievable challenges, the pleasure that comes from competition and cooperation has effectively increased the motivation and the involvement of participants. In addition, the use of games promoted the integration of the participants and enhanced the language skills primarily through the active use of language immersion and the need for common communication. Game and other materials are for youth workers, created in collaboration with young people from the NEET group and addressed to them directly.Participants of the project were educators, facilitators and people working with youth from different countries, dealing with innovative methods of non-formal education. Education needed a new and useful methods and educational tools, which increase the interest and involvement of young people in matters of socio-professional approach in accordance with the ""learning by doing"" rule. Problems that justifies the project are: 1) deficits in adolescents key competences, 2), educators (teachers, trainers) have difficulty in engaging young people (large percentage of NEETs in Europe), 3) the use of games is a problem - educational games are little-known, little taken into account in education, they are sometimes more a curiosity than a basic element.Shaping the attitudes by using games can be effectively measured. The use of games required the development of methodology and tools, as well as the placing on the strategic level by educational institutions and policies, local and regional, and national.The choice of partner organizations was based on a series of measures to ensure the selection of a reliable and responsible partner, providing harmonious and effective cooperation. Organizations actively participated in the implementation of project activities during the international meetings organized in the partner countries. Key activities included: organization of national and international meetings and workshops, the organization of the four mobility activities, the development of a guide on the use of games in social and professional young people NEET 15-17, creating a catalogue of good practices, joint development of educational game, glossary player and guide the creation of educational games and numerous promotional activities and dissemination. Also recommendations on the impact of gaming in non-formal education have been created. Educational games were an innovation in education, according to the concept of ""learning by doing"". They were also a great tool for strengthening the language competencies through language immersion. Their application met the growing favour of educators. The project has been an innovation in terms of methodology, tools and partnership itself. Implementation of the project has strengthened the competence of staff working with young people, develop new educational methods and it has increased the understanding of the youngest NEET situation. Also it has equipped staff with new, high-quality tools, while promoting their professional self-realization, not only as promoters of a specific methodology, but also as its creators."