As stated in the application, this project was created to better understand how hate narratives spread through traditional and social media, among other channels; and to design strategies to resist them. In the world of instant communication, we found the need to educate ourselves further as youth workers so we could create a fitting environment for our youth to be able to identify and act against hate narratives.Though we faced many challengues due to the COVID 19 pandemic, our work ethic, our flexibility and our experience with digital youth work allowed us to overcome the problems and create a meaningful and succesful project. We were able to meet all of our goals and a number of extra, high quality outcomes were produced within this projectThe objectives set for this projects were:-To improve the competences of youth workers on the topic of radicalisation, inclusion and empowerment-To promote empowerment of young people with fewer opportunities throughout carrying researches to create needs and interest based empowerment models for youth workers to practice related to hate narratives and radicalisation-To raise awareness on youth workers about hate narratives, radicalisation and empowerment and its implications in youth work-To create innovative empowerment models for the inclusion of young people and create educational material and theoretical framework on social, economical and cultural empowerment-To understand the challenges on inclusion in participating countries and address those challenges through upskilling youth workers on empowerment with the goal of combatting hate narrative and ability to make informed decisions-To qualify youth workers as multipliers and trainers in the field of youth to develop new empowerment models and implement trainings to empower the young peopleThe beneficiaries of this project have been both youth workers and young people. In this project we involved youth professionals and educators from youth organisations as well as formal and non formal education entities, moreover, due to the partner organisations profile, we were able to reach a large number of youth workers from a variety of fields: we've had participants with experience working with migrants, NEETS, refugees, minorities and youngsters with fewer opportunities.As the project developed, several actions and activities were planned and executed involving young people from our local communities. Since the pandemic we've observed a particularly worrying rise of hate speech, not only online (where it grew exponentially), but also in the traditional media, signalling how deep the hate narratives have implanted themselves in our day to day; and as a result of this, several actions were put in motion, such as the Let's Talk project, a dialogue based activity open to youngsters from all around the world interested in sharing opinions and ideas about intercultural awareness, mental health, communication an media, and more. This project was created as a space to allow youngsters to connect during the hardest months of the confinement and find common ground.Our digital magazine, Youth Work Today, our network for youth workers, the Education Umbrella Network; as well as our two Cross-Sectoral Transnational Exchange Projects CSTEPs (view results section in the Beneficiary Project Details page); are also examples of initiatives that have been heavily influenced by this project. We are now more aware than ever that, to be able to put up a fight against hate speech, we need to be able to learn from each other, focus on our similarities and have a space to share ideas and create common goals.Indirectly, we planned to reach the local communities of the partner organisations, as well as local media, institutions and entrepreneurs. Due to the pandemic, we weren't able to have a physical presence in each community, however, because we had to move our actions online, we took advantage of the possibility to widen our reach and allow our influence to move beyond our partnership and all across Europe.Through this project we've established meaningful and lasting relationships with other youth workers, we are now more aware of hate narratives and have a variety of tools, materials and experiences to withstand its growing tendency.

“What Really Matters” 2014-1-RO01-KA202-002863 project has address core issues related with the ability and motivation of University graduates to gain employment by finding a job in the area of their specialization.The objectives of the project during its two years of implementation were to: 1. Develop new innovative approaches to increase the quality and the relevance of the educational offer to graduates as well as to youth workers: OER, Handbook, online training course, Career Days and International conference; 2. Provide personalized support, collaborative learning, critical thinking, open educational resources, virtual mobility and other innovative learning methods to graduates and youth workers: OER, online training course; 3. Stimulate employability: 6 Career Days type events; 4. Increase employability through active career counseling and support services: 6 Career Days type events; 5. Promote a culture of inter sectorial and international collaboration: OER and International Conference.The project was promoted by 7 Strategic Partners from Romania, Cyprus, Hungary and Turkey and focused on the needs of the unemployed youth in the countries of the participating organizations aiming to improve the quality and accessibility of educational and training provisions through the use of ICT as well as to provide new skills for gaining long term employment and for entrepreneurship. “What Really Matters” also addressed the needs of youth workers (training and career counselors) by providing instruments to facilitate the delivery and accessibility of qualitative services through the development of relevant and innovative content: online training courses and OER. The development of relevant and innovative e-learning content of the 6 online training courses (270 participants) as well as ICT helped meet the needs of the target groups and facilitated the delivery of qualitative guidance and training provisions.The study on young unemployment (Research O2): the main objective of this study is to reflect the reality of youth vocational counseling needs. These conclusions represent the starting point in elaborating project’s Handbook on Vocational Counselling dedicated to youth workers, career counselors, trainers and educators. The aim of this questionnaire is to point out young people’s identification of vocational counseling needs, unemployment statistics, relevant competencies on the labor market, and current knowledge on active national policies in offering employment opportunities for young people. A total of 432 youth have voluntarily responded to our online questionnaire in four languages, available for freely dissemination on project’s webpage http://wrmcloud.eu/forms/. These results prove that youth is keen to knowledge and information about labor market that encourages their lucrative initiatives, thus there is an urgent need for developing a virtual community that gathers and freely disseminates such information about internships, apprenticeship and traineeship programs in companies at local, regional and European level. Handbook on Vocational Counselling consists of 6 Chapters: Self-assessment, Opportunities awareness, Taking decisions, Transition planning, Career Management and Entrepreneurship. It is structured in 244 pages, written in English. All Partners except X-House were involved in the activity of designing the structure and elaborating resource materials for a period of 7 months. The Handbook was edited under Eikon Publishing House in December 2015, and printed and multiplied in 30 exemplars. Each Country has received 10 exemplars, which will consist own vocational counselling Methodology.OER on Vocational counselling www.wrmcloud.eu: Projects' OER (open education resources) represents a website that long term and freely disseminates all Intellectual Outputs of the project O2 and O4, as well as Monthly Newsletters/News, educational resources for youth workers, vocational counsellors and trainers and employment resources for young people, by the end of the project. During Sept 2014 and Oct 2015, the OER was designed by X-HO. Currently the OER - O3 is active and freely disseminates milestones activities and main conclusions of the project's IO in order to freely disseminate best practices in the field of vocational education as seen by our strategic partnership. All our Intellectual outputs have empowered us to successfully organize 6 Career Days, summing 180 beneficiary young graduates and last yeas University students. The objective of this event was to disseminate project’s intellectual outputs and to implement the methodology developed under this project. In the end of our project we have organized an International Conference on Vocational Counseling in Arad 22-24 June 2016, which has gathered 100 national and 10 international specialists in the field of career counseling and youth work. By creating this opportunity we had received positive feedback on our entire intellectual outputs.

"According to the Mental Health Action Plan 2013-2020 (WHO, 2013) and the European Commission's Green Paper of 2005, self-determination and empowerment of people with mental disorders are fundamental concepts in mental health development to improve social inclusion. They act as a catalyst on their ability to make decisions about their own lives, including the care they receive, to remobilize, to take responsibility for their choices, and to become full-fledged citizens, regardless of their illness. Although there is currently little research on the impact of self-determination as a factor of social inclusion, research shows that increasing this capacity has a positive influence on people's sense of well-being in all areas of life (Deci and Ryan, 2016).The ""Empow'Them"" project is in line with the actions advocated by the UN Convention on the Rights of Persons with Disabilities (UN, 2008) because it aims to contribute to the respect and dignity of mental health users through professional practices that support their individual freedom. More concretely, its objective is to promote the emergence of self-determined behaviour in users by improving the support skills of professionals active in the mental health field (carers, educators, support staff, etc.) and thus facilitate the expression of the will of people with mental disorders within institutions.In effect, certain institutional habits can hinder the process of self-determination. What can be done then to better support the users towards more assumed, more self-determined behaviours? What are good professional practices? How can we guarantee a coherent and concerted implementation of these practices within the teams?Our intention is to take up this challenge and to design, through an innovative pedagogical engineering approach, training to enable professionals to efficiently respond to it. Thus, the project mobilizes 8 partners, from 6 different countries and with complementary expertise, in actions aimed at creating a specific training that will remain available in free access (Creative Commons license) on a Moodle platform for a minimum of 3 years after the end of the project.The first step will be to draw up a guide for analysing practices in the form of a questionnaire based on a theoretical and conceptual base from the main scientific and professional databases. This questionnaire will be used to explore practices through semi-directive interviews conducted by user-professional pairs. These interviews will make it possible to identify the behaviours, actions and postures that promote the emergence of self-determined behaviours among users by combining them with elements extracted from the literature review. The results of this survey will feed into the base of the skills referential for training.The pedagogical setup is inspired by reverse pedagogy and is at the heart of our project's innovation. Actually, we notice that an ordinary training system is insufficient to work over the long term on the competencies of interpersonal skills and posture within the teams. The challenge is to keep the questioning process alive among all professionals, especially newcomers, so that they can examine their practices and representations, without overloading the schedules with binding training in matters of staff mobilization. To get around these obstacles, the methodology we recommend aims to set up a continuous, non-disruptive training for the organization of services, free of charge and addressed to all professionals. Field staff trainers will be prepared and we will provide them with video supports and courses on digital supports with an approach inspired by reverse pedagogy. The videos focus on theoretical knowledge, such as definitions and history of self-determination, the principles of coaching, the socio-pedagogical relationship. The course material is a driver for the facilitators. It sequentially presents all the pedagogical activities. The advantage is that these are short (half-day) and progressive training courses, which take place in teams within the institution itself and are therefore anchored on the reality of the field.“Suffering is not only defined by physical pain, or even mental pain, but by the reduction or even destruction of the ability to act, the capacity of doing, felt as an attack on the integrity of the self.” Paul Ricoeur. Oneself as Another (Soi-même comme un autre). Chicago: University of Chicago Press, (1990)."

As explained in detail in the EU's long-term strategy 2020 and 2030, environment and climate change are directly related to people's quality of life. Sustainability of climates is important to ensure that future generations can use and benefit from natural resources. All countries should pay special attention to five sectors based on Green and Renewable Economy in the field of Environmental Literacy. These are; renewable energy, sustainable transportation, green construction, sustainable tourism and energy efficiency and management. It is very important for our world and our country to educate generations of entrepreneurs who think green for these sectors.The EU's 2030 strategy is a set of binding legislation to ensure that it achieves its climate and energy objectives. The EU's progress towards a low-carbon economy and the fulfillment of the commitments under the Paris Agreement will be ensured by green growth and green thinking generations.Our project contains innovative concepts and teaching/learning processes, primarily for young people and staff of the partner institutions, in the field of environment and climate. It will therefore have a strong scientific basis for the development of the latest applications in the field through innovation. Our aim is to raise green- thinking generations in our countries and to raise awareness in the field of environment -climate literacy. According to the results of the survey on the environmental problems we have done in our region, the most important problem experienced with regard to the environment and climate is the insensitivity of the new generation and lack of knowledge and vision about green entrepreneurship.Efforts to prevent environmental problems before they occur can only be realized by raising generations who can think green with environmental literacy. The environmental consciousness is a lifelong process that will turn into a systematic circle.For young people:1-To increase capacity in environmental literacy,2- Developing strategies about employment opportunities with green economy sectors and making them entrepreneurs3-To create opportunities for them to acquire and use integrated, basic, digital and language skills in their development.4-Strengthening critical thinking and creativity skillsFor the staff:1- Having experience and getteting knowledged about the strategies of the project2-EU awareness, cultural interaction3-Improving language proficiency and raising entrepreneurshipFor institutions:1-Improving the educational outcomes of young people at risk of failure due to lack of skills, trust and commitment2- To make the green point of view more effective for institutions by adopting best practices 3- Being a model institution for others on environment and climate issues4-Transnational cooperationOur partnership consists of 8 instutions 5 of which are from other EU countries and 3 of them are from our country. The participant candidates of our project are young people and staff in our institutions. Within the scope of the project, there are 5 LTTs, 3 TPMs, 4 intellectual outputs and 5 multiplier effects. Methodology:In all partner institutions we will establish project teams and use the methodologies of presentation and demonstration, workshop, activity, note-taking, solution-focused workshop, observation review, question and answer under the supervision of experts in the field. As for the dissemination, all participants will be in constant communication via WhatsApp group and each partner will be responsible for disseminating the project. We will invite local media, local authorities, NGOs , universities, public institutions, regional schools and other stakeholders to the project activities. In addition to establishing our project website “www. ThinkingGreen.org / or .net” we will make use of other social networks such as Moodle, Facebook, YouTube, Twitter, and present the results and activities of our project to all partners and stakeholders involved in the project.As a result;Environmental degradation endangers the human future. One of the factors that will contribute to stop environmental degradation is green entrepreneurship. Green entrepreneurship has the potential to be a catalyst for positive change in both economic and environmental areas.Effects and long-term benefits;Participants will have the ability to develop transversal skills such as ICT and multilingualism, the adoption of environmental literacy and green entrepreneurship, EU citizenship, democracy, awareness of business disciplines , and the development of innovative learning environments .Energy security and green economic growth, which are one of the objectives of the EU 2020 and 2030 strategy, will only be possible with the generations of green entrepreneurs. The green thinking centers that we aim to develop with our project will contribute to making Turkey and Europe competitive in the field of green energy.