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In the context of the massive use of social media and considering the EU Youth Strategy 2019-2027 with regards to democracy, there is a strong need for skills to deal with misinformation, disinformation and fake news. A consortium of five organisations from Romania (Asociatia TEAM4Excellence), Spain (Solidaridad Sin Fronteras), Poland (Instytut Badan i Innowacji w Edukacji), Italy (The social promotion association Petit Pas) and France (CEMEA Rhone-Alpes) reviewed the international studies about youth behaviour on social media. It revealed that social media makes them feel included rather than excluded: 71% vs. 25% (PEW research centre, 2018). In order to acquire new skills or sharpen the existing ones, continuously learning is beneficial, because that specific outcome becomes a lifestyle, so hardly it can be forgotten. In addition, training is not only about feeding the brain, but the person as a whole. Consequently, training people on a common interest topic needs to be done by organisations with a holistic approach, rather than one-off activities, at three different levels: strategic, tactical and operational. The current paper helps youth organisations to develop and deploy strategies of intervention to fight against fake news. It does so at the strategic planning level, but also at the tactical intervention level. Moreover, the paper sets out a methodology to operationalise the strategy at the activity level, through non-formal education activities and tools, with examples of good practices across Europe. At the strategic planning level, the paper provides support to analyse the external and internal environment of the organisation, define its purpose in terms of mission, vision and values, set up strategic objectives with the associated indicators and targets and, finally, generate strategic options to approach the fight against fake news. In terms of tactical interventions, the paper identifies and expands on acting upon a range of strategic options, including training the trainers, gamification, regulating social media, financing activities through EU projects, involving local and international volunteers, developing course materials and online platforms, partnering with schools and universities, developing internal training schemes and joining membership organisations. At the activity level, the consortium sets out a methodology to search for, adapt or create activities which may be used to operationalise the tactical interventions, in line with the strategy of the organisation. The methodology walks readers through a series of steps, from preparatory activities to design and development of activities, testing and completion of these activities. Moreover, good practices are given to serve as an activity backpack for organisations which aim to help fight against fake news. Each good practice includes relevant information and references for its implementation, such as a general description, who implemented the good practice, where it could be retrieved from, what is the target audience, what are the objectives and learning outcomes, and how to implement it, what are the success factors and the expected impact. Finally, based on the above strategic elements, the consortium members implemented a selection of tactics and activities, which are also included in this guide. For example, project partners created an online course on fake news, initiated a topical #NoFakeNews social media group, issued a Magazine with non-formal activities, designed a toolbox to spot fake news and published a research on skillsets for limiting the spread of fake news., Grant Agreement 2019-2-RO01-KA205-064070, Empowering youth to critically analyse fake news

In the context of the massive use of social media and considering the EU Youth Strategy 2019-2027 with regards to democracy, there is a strong need for skills to deal with misinformation, disinformation and fake news. A consortium of five organisations from Romania (Asociatia TEAM4Excellence), Spain (Solidaridad Sin Fronteras), Poland (Instytut Badan i Innowacji w Edukacji), Italy (The social promotion association Petit Pas) and France (CEMEA Rhone-Alpes) reviewed the international studies about youth behaviour on social media. It revealed that social media makes them feel included rather than excluded: 71% vs. 25% (PEW research centre, 2018). In order to acquire new skills or sharpen the existing ones, continuously learning is beneficial, because that specific outcome becomes a lifestyle, so hardly it can be forgotten. In addition, training is not only about feeding the brain, but the person as a whole. Consequently, training people on a common interest topic needs to be done by organisations with a holistic approach, rather than one-off activities, at three different levels: strategic, tactical and operational. The current paper helps youth organisations to develop and deploy strategies of intervention to fight against fake news. It does so at the strategic planning level, but also at the tactical intervention level. Moreover, the paper sets out a methodology to operationalise the strategy at the activity level, through non-formal education activities and tools, with examples of good practices across Europe. At the strategic planning level, the paper provides support to analyse the external and internal environment of the organisation, define its purpose in terms of mission, vision and values, set up strategic objectives with the associated indicators and targets and, finally, generate strategic options to approach the fight against fake news. In terms of tactical interventions, the paper identifies and expands on acting upon a range of strategic options, including training the trainers, gamification, regulating social media, financing activities through EU projects, involving local and international volunteers, developing course materials and online platforms, partnering with schools and universities, developing internal training schemes and joining membership organisations. At the activity level, the consortium sets out a methodology to search for, adapt or create activities which may be used to operationalise the tactical interventions, in line with the strategy of the organisation. The methodology walks readers through a series of steps, from preparatory activities to design and development of activities, testing and completion of these activities. Moreover, good practices are given to serve as an activity backpack for organisations which aim to help fight against fake news. Each good practice includes relevant information and references for its implementation, such as a general description, who implemented the good practice, where it could be retrieved from, what is the target audience, what are the objectives and learning outcomes, and how to implement it, what are the success factors and the expected impact. Finally, based on the above strategic elements, the consortium members implemented a selection of tactics and activities, which are also included in this guide. For example, project partners created an online course on fake news, initiated a topical #NoFakeNews social media group, issued a Magazine with non-formal activities, designed a toolbox to spot fake news and published a research on skillsets for limiting the spread of fake news.

Aktywne starzenie si�� oznacza pomaganie ludziom jak najd��u��ej kierowa�� w��asnym ��yciem. Poniewa�� utrzymywanie aktywno��ci umys��u jest r��wnie wa��ne, jak utrzymywanie aktywno��ci fizycznej cia��a, istnieje pilna potrzeba kontekstu edukacyjnego, kulturowego i spo��ecznego. Zgodnie z Raportem Analitycznym Indeksu Aktywno��ci Starzenia si�� (UNECE, Integracja i udzia�� os��b starszych w spo��ecze��stwie, 2009) zaanga��owanie os��b starszych (w wieku 55-74) w edukacj�� waha si�� w 28 krajach UE od 0,2% do 19,3%. Konsorcjum utworzone przez pi���� organizacji pozarz��dowych przeprowadzi��o badania podstawowe, analizy i wywiady dotycz��ce poszczeg��lnych kraj��w, aby zrozumie�� przyczyny obni��onego poziomu zaanga��owania senior��w w dzia��ania na rzecz edukacji, integracji i wymiany do��wiadcze��. Na podstawie zebranych danych zesp���� badawczy doszed�� do wniosku, ��e opracowano innowacyjne ramy kurs��w maj��ce na celu popraw�� umiej��tno��ci edukator��w i personelu pracuj��cego z seniorami. Kurs ten sk��ada si�� z 5 modu����w, kt��rych celem jest dostarczenie potrzebnej wiedzy oraz wspieranie rozwoju umiej��tno��ci i postaw kadry pracuj��cej z osobami starszymi. Modu��y zosta��y zaprojektowane zgodnie z napotkanymi potrzebami poprzednich bada��: Poznawanie swoich senior��w Zrozum swoich senior��w Pracuj z seniorami Wzmocnij senior��w Doce�� swoich senior��w, Niniejszy artyku�� otrzyma�� finansowanie z Komisji Europejskiej w ramach umowy o numerze 2020-1-RO01-KA204-080320, ERASMUS+ Strategic Projekt partnerski "Supporting Elderly Needs Is Our Responsibility".

Aktywne starzenie się oznacza pomaganie ludziom jak najdłużej kierować własnym życiem. Ponieważ utrzymywanie aktywności umysłu jest równie ważne, jak utrzymywanie aktywności fizycznej ciała, istnieje pilna potrzeba kontekstu edukacyjnego, kulturowego i społecznego. Zgodnie z Raportem Analitycznym Indeksu Aktywności Starzenia się (UNECE, Integracja i udział osób starszych w społeczeństwie, 2009) zaangażowanie osób starszych (w wieku 55-74) w edukację waha się w 28 krajach UE od 0,2% do 19,3%. Konsorcjum utworzone przez pięć organizacji pozarządowych przeprowadziło badania podstawowe, analizy i wywiady dotyczące poszczególnych krajów, aby zrozumieć przyczyny obniżonego poziomu zaangażowania seniorów w działania na rzecz edukacji, integracji i wymiany doświadczeń. Na podstawie zebranych danych zespół badawczy doszedł do wniosku, że opracowano innowacyjne ramy kursów mające na celu poprawę umiejętności edukatorów i personelu pracującego z seniorami. Kurs ten składa się z 5 modułów, których celem jest dostarczenie potrzebnej wiedzy oraz wspieranie rozwoju umiejętności i postaw kadry pracującej z osobami starszymi. Moduły zostały zaprojektowane zgodnie z napotkanymi potrzebami poprzednich badań: Poznawanie swoich seniorów Zrozum swoich seniorów Pracuj z seniorami Wzmocnij seniorów Doceń swoich seniorów

Active ageing means helping people stay in charge of their own lives for as long as possible. Because keeping minds active is equally as important as keeping bodies physically active, there is an urgent need for an educational, cultural and social context. From this perspective, the report addresses the educational needs of educators and staff working with the elderly. This course is part of the Erasmus+ project “SENIOR - Supporting Elderly Needs Is Our Responsibility”, implemented by a consortium of five partners from Italy, Romania, Spain and Poland, aiming at increasing the level of commitment of seniors to participate in activities of education and exchanges of experiences. Educators and adult education institutions play an important role in the development of an enabling environment for an active ageing society. In this context, the report addresses several aspects of education, from the needs of educators that work with seniors to the methods to keep seniors engaged in activities. The course is structured in five modules: Get to know your seniors, Understand your seniors, work with your seniors, empower seniors, value your seniors. The course was developed as per Merrill’s 5 principles of instruction: Problem-orientation: learners deal with issues of real life Activation: prior knowledge of learners is used to activate new knowledge Demonstration: new knowledge is shown to learners Application: new knowledge or skills are used to solve a problem Integration: learners use new knowledge or skills in their real life This course offers organisations and professionals working with seniors the possibility to improve their processes with methods developed at the European level. An array of educational instruments and initiatives are presented to underline the potential of transferring models and good practices across local communities. Currently, there are efforts at the national and EU levels to improve active ageing. The course intends the harmonization of the educational programs for educators and staff working with seniors at the European level can foster an active ageing society. In addition, it aims at developing modern and effective educational models that enable organisations working with the elderly to improve the continuous professional development of staff., Grant Agreement 2020-1-RO01-KA204-080320, Supporting Elderly Needs Is Our Responsibility (SENIOR)

Social entrepreneurship matters for numerous reasons and plays a key role nowadays. Social entrepreneurship supports people who are marginalised or who find themselves in unjust positions due to events that are beyond their control. A social entrepreneur differs from a typical entrepreneur in that, whereas the traditional entrepreneur's ultimate purpose is to make money, the social entrepreneur's ultimate goal is to make long-term societal change. The Toolkit on Social Entrepreneurship provides the tips and tricks necessary to start a business from the scratch. Trainees are taught not only how to conceptualize their business idea clearly, but how to plan and execute it. They gain knowledge about strategies to develop their social business model, ways to analyse it and sources of financing for start-ups. Moreover, they become aware of globally widespread problems that people are facing and the imperative need to solve them. Furthermore, once they have their business, trainees are taught about the importance of measuring their performance and strategies to do it. This toolkit was conceived for the Erasmus+ project “Entrepreneurial Mindset for Future Youth Work”, implemented by a consortium of four partners from Romania, Italy, Poland and Turkey. The project aims to encourage entrepreneurship and unlock the growth potential of European young people, in particular NEETs. The purpose of this toolkit is to assist youth workers, trainers and educators to introduce and organize new training courses and enhance the existing training materials, to further deliver effective training to youth in the field of social entrepreneurship. This support toolkit comprises a set of approaches and methodologies that can be used in Europe to support young people, particularly NEETs and disadvantaged young people, who would like to start a business in the social entrepreneurship field. The toolkit is designed as an accessible document giving a course of action for youth workers on how to attract, involve, activate and train disadvantaged young people. In order to have a full understanding of the topic as well as to improve the competences of youth workers, trainers and educators to organize and deliver social entrepreneurship courses in the online environment, the content has been structured as follows: Module 1. Social entrepreneurship Module 2. Sustainable Development Goals Module 3. Impact of social entrepreneurship on society Module 4. Creating social enterprises Module 5. Business idea Module 6. SOAR analysis for creating a value proposition Module 7. Business models Module 8. Social business models Module 9. Pitch your business Module 10. Funding opportunities Module 11. Measuring performance Module 12. Marketing strategies The above modules contain the knowledge that youth workers need in order to provide adequate support to young people for the development of a business, with a particular focus on social entrepreneurship training (e.g. Sustainable development Goals, Social Business Model Canvas, SOAR, etc.). In this toolkit, the authors proposed a set of useful tools for youth workers to provide training on social entrepreneurship. These tools range from classic training tools to multimedia ones, all being intended to adapt the course to the needs and specificities of the target group. Finally, the youth workers, trainers and educators will be able to understand how to introduce young people in an innovative way to European funding mechanisms, help them develop an entrepreneurial idea and know the existing tools to put it into practice.

Social entrepreneurship matters for numerous reasons and plays a key role nowadays. Social entrepreneurship supports people who are marginalised or who find themselves in unjust positions due to events that are beyond their control. A social entrepreneur differs from a typical entrepreneur in that, whereas the traditional entrepreneur's ultimate purpose is to make money, the social entrepreneur's ultimate goal is to make long-term societal change. The Toolkit on Social Entrepreneurship provides the tips and tricks necessary to start a business from the scratch. Trainees are taught not only how to conceptualize their business idea clearly, but how to plan and execute it. They gain knowledge about strategies to develop their social business model, ways to analyse it and sources of financing for start-ups. Moreover, they become aware of globally widespread problems that people are facing and the imperative need to solve them. Furthermore, once they have their business, trainees are taught about the importance of measuring their performance and strategies to do it. This toolkit was conceived for the Erasmus+ project “Entrepreneurial Mindset for Future Youth Work”, implemented by a consortium of four partners from Romania, Italy, Poland and Turkey. The project aims to encourage entrepreneurship and unlock the growth potential of European young people, in particular NEETs. The purpose of this toolkit is to assist youth workers, trainers and educators to introduce and organize new training courses and enhance the existing training materials, to further deliver effective training to youth in the field of social entrepreneurship. This support toolkit comprises a set of approaches and methodologies that can be used in Europe to support young people, particularly NEETs and disadvantaged young people, who would like to start a business in the social entrepreneurship field. The toolkit is designed as an accessible document giving a course of action for youth workers on how to attract, involve, activate and train disadvantaged young people. In order to have a full understanding of the topic as well as to improve the competences of youth workers, trainers and educators to organize and deliver social entrepreneurship courses in the online environment, the content has been structured as follows: Module 1. Social entrepreneurship Module 2. Sustainable Development Goals Module 3. Impact of social entrepreneurship on society Module 4. Creating social enterprises Module 5. Business idea Module 6. SOAR analysis for creating a value proposition Module 7. Business models Module 8. Social business models Module 9. Pitch your business Module 10. Funding opportunities Module 11. Measuring performance Module 12. Marketing strategies The above modules contain the knowledge that youth workers need in order to provide adequate support to young people for the development of a business, with a particular focus on social entrepreneurship training (e.g. Sustainable development Goals, Social Business Model Canvas, SOAR, etc.). In this toolkit, the authors proposed a set of useful tools for youth workers to provide training on social entrepreneurship. These tools range from classic training tools to multimedia ones, all being intended to adapt the course to the needs and specificities of the target group. Finally, the youth workers, trainers and educators will be able to understand how to introduce young people in an innovative way to European funding mechanisms, help them develop an entrepreneurial idea and know the existing tools to put it into practice., Grant Agreement 2020-1-RO01-KA205-078727, Entrepreneurial mindset for future youth work

Active aging means helping people stay in charge of their own lives for as long as possible. Because keeping minds active is equally as important as keeping bodies physically active, there is an urgent need of an educational, cultural and social context. From this perspective, the report addresses the educational needs of educators and staff working with elderly. The study is part of the Erasmus+ project “SENIOR - Supporting Elderly Needs Is Our Responsibility”, implemented by a consortium of five partners from Italy, Romania, Spain and Poland, aiming at increasing the level of commitment of seniors to participate in activities of education and exchanges of experiences. Educators and adult education institutions play an important role in the development of an enabling environment for an active aging society. In this context, the report addresses several aspects of education, from the needs of educators that work with seniors to the methods of keeping the seniors engaged in activities. The report is structured in three main sections: Research methodology National needs analyses in Spain, Poland, Italy and Romania European synthesis report on needs analysis The research methodology section summarizes the research methods applied to identify the needs of educators, the categories of respondents, the approach to interviews and limitations of the study. The national reports set forth a range of country-specific aspects, with references to political frameworks, educational opportunities and potential barriers to active aging. Drawing from desk research and individual interviews, the report summarizes the challenges around active aging and education with and for seniors, along with areas of improvement suggested by interview respondents. Each interview was guided to foster an understanding of what working with seniors implies and what the educators teaching seniors need to consider. Questions lead to recommendations concerning the cooperation between different actors for an active aging society. The European synthesis chapter generates the basis for creating an innovative educational context for educators of seniors. It offers to organizations working with seniors the possibility to improve their processes with methods developed at European level. An array of educational instruments and initiatives are presented to underline the potential of transferring models and good practices across local communities. Currently, there are efforts at national and EU level to improve active ageing. The analysis reveals that harmonization of the educational programs for educators and staff working with seniors at European level can foster an active aging society. In addition, developing moderns and effective cooperation models that enable networking is expected to improve continuous professional development of staff by sharing and exchanging pedagogical models validated across Europe. Based on the data collected, the research team concluded upon an innovative course framework to improve the skills of the educators and staff working with seniors., Grant Agreement 2020-1-RO01-KA204-080320, Supporting Elderly Needs Is Our Responsibility (SENIOR)