No child left behind is a project initiated by the Noi Re-Cream Association based in Timisoara, Romania and realised in partnership with organization from five different European countries: Promipresa (Italy), Synthesis (Cyprus), KMOP (Greece), Inercia Digital (Spain) and Previform (Portugal). The project aims at refining the communication within transnational families, by educating migrant parents and parental educators and offering tools to facilitate a continuous and substantial communication with the children left behind at home. The project responds to the critical situation of children left behind by parents migrating for work, feeling abandoned and without support in their most important years of development, when emotional security plays a very important role.
The project assumes cooperation in the adult sector. As part of the project, the team of sports coaches based on the objectives set out below, will jointly develop a program of sport and recreational activities. The new program will be tested during seniors activities. Organizations in the partner country will implement good practices in the field of senior work during international project meetings. In addition, partner organizations will create a digital network that will serve the current exchange of experiences and good practices.
‘’Geeks for Education’’ is a European Erasmus+ project (2020-1-FR01-KA201-080023), with a duration of 36 months, ending on August 31, 2023 and encourages collaboration and synergies between school education, industry and non-formal learning settings. The project intends to support educators who come from such organizations, our ”geeks ”, to become competent teachers / trainers and use digital technologies and STEM in a collaborative, creative, engaging and effective way, as well as equip them with methods and tools to transfer knowledge from different students in an inclusive way.
IP4J project would like to develop, test and introduce a brand-new approach to the work-based learning for low-skilled and migrants starting from the career orientation/guidance and providing practical VISUAL training tools (booklet, videos, APP) for jobs in demand on the market.
In 2010 European Commission proposed a 10 – year strategy which was triggered by the economic and social crisis that Europe fell into those years. The Europe 2020 Strategy has been the EU’s agenda for growth and jobs over the decade. It emphasises smart, sustainable and inclusive growth in order to improve Europe’s competitiveness and productivity and support a sustainable social market economy. In 2011, the term Industry 4.0 was coined as part of the growth through digital transformation strategy of EU, conducting roadmaps to promote the digitalization of manufacturing. Industry 4.0 is a comprehensive concept as well as a new trend in manufacturing (and relevant sectors) based on the integration of a set of technologies that enable ecosystems of intelligent, autonomous as well as decentralized factories and integrated product-services (C. Santos, 2017).The Industry 4.0 trend is altering the production capabilities of all industries, including the agricultural sector. It is built on an array of digital technologies: Internet of Things, Big Data, Artificial Intelligence, and of digital practices: cooperation, mobility, open innovation. It concerns a transformation of the production infrastructures such as “connected” farms, new production equipment and “connected” equipment. The result is to enable both an increased productivity and quality and environmental protection. But they also generate modifications in the value chain and business models with more emphasis on knowledge gathering, analysis and exchange. Precision Agriculture is the core methodology engaged with the definition of digitalization of agriculture. The most essential challenge in the adoption of Precision Agriculture Methodology is the ability of farmers to invest and upgrade their practices of production. The workforce in agriculture is ageing, with over 56%over 55 in Europe (Euractiv, 2016). The digital skills of the workforce are thus limited and require additional investment in training to adopt technologies.
Digital literacy and 21st century skills play a crucial role, because all young people will have to have technological and digital skills & a flexible approach at work for the future and in everyday life. Therefore, the development and promoting quality of diversity youth work is crucial for inclusion in socio-economical environments and promoting digital empowerment allowing greater synergies across all fields of actions concerning young people with special focus on autonomy, participation with active citizenship, notably for those at risk of social exclusion by enhancing critical thinking and media literacy, sense of initiative and promoting entrepreneurship education (EU Rec. Digital Inclusion for a better Europe) . We will develop Diversity Youth worker to be able to empower the disadvantaged young people to take charge of their own life. The Diversity Youth Worker will learn new technical skills such as video-blogging, but also intra/entrepreneurial skills & coaching techniques to enable them to make disadvantaged young people more employable in the future and put ideas into practice; to become active EU citizens. The project tackles also challenges of discrimination and poverty through the aid of video-blogging and facilitation skills developed so that the Youth woker is able to promote diversity, common values of freedom, enhance critical thinking, media literacy & strengthening the sense of initiatives of disadvantaged young people.
Game industry is a highly advanced technological sector. Involvement in games development, no matter if at professional level or as a hobbyist, provides the person with an important skill set which is important for their digital skills.
The general objective of the GAMEON project is to exchange good practice in the informal educational pathways to the gaming industry for the NEET group.
The specific objectives are:
To exchange best practices on how to bring NEETs to high-tech industry of gaming;
To create the show-cases of successful people (like Markus Persson) who made it in the industry without formal degree;
To visualize the alternative pathways for the gaming industry with the use of informal learning approach;
To promote a non formal approach in game training;
To provide understanding of the educational pathways for non-degree students (in this case NEETs) to the gaming industry;
Disadvantaged young people from migrant/ minority communities those that are not media literate face multiple difficulties to function fully in a digital society and this affects their full and responsible online participation. Furthermore, their voice is often underrepresented in the media and female migrants are even less visible. The main response to these challenges is to empower young people from migrant and ethnic minority groups (in cooperation with local youth from low socio-economic background) to take the media in their own hands. The project aims to upscale a local project called “Young Journalists” in the framework of this project, young migrants were empowered to run and manage their own newspaper called “Migratory Birds” All the articles as well as the management of the newspaper were written by the young migrants themselves with the support of a team of media professionals. In the process of upscaling, the project aims to transfer this practice in 5 other countries and swift the focus from traditional media to digital media. The main objective of the project is to empower young people from disadvantaged backgrounds to equally participate in today’s information society. The first specific objective of the project is to increase media literacy and digital media skills of the disadvantaged young people through their empowerment to run and manage their own digital media. The second objective is to increase the skills of professionals to implement digital media training programs that will be effective for the specific target group. The project is going to develop a method on the training of disadvantaged youth in digital media. Then it si going to organise training for professionals and training for the youth. At the end the disadvantaged youth will be empowered to manage their own media.
The aim of the project is our participation in handling possible misunderstandings and preceding conflicts when coming into contact with people from other countries. It is important in a current situation in migration and tourism.
The priority of the project is to contribute to sympathy and tolerance of different culture traditions and peaceful coexistence of people with various culture-religious traditions.
The project and its output will help more volunteers, expert groups and public administration organizations working in culture, tourism, with migrants, etc. It is also specified for educational places dealing with international relations and safety.
Early leaving from education and training (ELET) is a serious issue in many EU countries and has attracted the attention of many researchers, policy-makers and educators. Although the situation varies across countries and the underlying reasons for students leaving early are highly individual, the process leading up to it includes a number of common elements: learning difficulties, socio-economic problems, or a lack of motivation, guidance or support.
Early leaving is highly challenging, not only for young people, but also for societies. For many, Early Leaving Education or Training will lead to reduced opportunities in the labour market and an increased likelihood of unemployment, poverty, health problems and reduced participation in political, social and cultural activities. Furthermore, these negative consequences have an impact on the next generation and may perpetuate the occurrence of early leaving. Youth unemployment in the EU is currently running at 20% and ELET contributes directly to it as employability depends strongly on the level of qualification achieved.
In order to understand why young people leave education and training early, it is moreover important to see ELET not only as a status or educational outcome but as a process of disengagement that occurs over time (Lyche, 2010). Chronic absenteeism and exclusion from school can be among the symptoms, or may even be the cause of students leaving early (Neild et al., 2007). However, there are more signs which indicate that students may be at risk. Warning signs may occur as early as in primary school and may be related to individual factors (e.g. educational performance, behaviour, attitudes) or to factors within individuals’ families, their schools, and communities . Understanding early leaving from education and training as a complex process, detecting early signals and identifying students who are at risk of leaving education and training early is therefore a prerequisite for developing targeted and effective measures to prevent it.
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