FIG. 3

Final report - project MOVE 2017-2018

3. young people from secondary education. An appropriate minimum qualification is possible but not without extra support; 4. young people with special needs or a disability that prevent them from participating in the labour market; 5. specific groups, such as young people coming out of detention, youth care, young people within the street-culture and migrant groups; 6. young people with a reward value, considered less than 40% and for whom steps through regular reintegration or daytime activities are insufficient; 7. young people with a reward value, considered between 40% and 50% and for whom additional activities to regular reintegration are needed.

1.5 The goal of ESF SITS project "MOVE”.

The goal of ESF SITS project "MOVE” was to find applicable, alternative and socially innovative methodologies to complete the regular reintegration and educational programs. Programs with the aim to support especially vulnerable young unemployed adults (16 – 27). To contribute to a better social inclusion of a target group that otherwise can be at risk to be left out of social and economic development. We wanted to achieve this by searching both nationally and internationally for appropriate alternative methods through best practices. How can we diagnose young people in a personalized manner, explore their possibilities and challenges, get their interests sharp, motivate them so that they can, based on their individual talent, look for a realistic perspective? Whether it is regular work or social participation. In the Center of all this we focused also on the 21 century skills, which play a very important role in one’s personality and further development.

We also realized that 100% prevention of social exclusion is not realistic and attainable. We just focused on investigating methodologies as a challenging framework to empower social inclusion of these vulnerable young people. It is all about to get young people “moving”. No matter how small the steps are. A process of reinforcement in which young people get a grip on their local situation and their environment by acquiring self-control, critical awareness and by encouraging them to participate actively.

The reinforcement process is the main objective and for this purpose, active participation is a powerful tool. On an individual level, this means there is "power from within" which implies: discovering and developing one’s own qualities, increasing self-awareness and building self-confidence. Believing in their potential, even if this is not immediately visible, or if they no longer believe in it themselves. It is about the way to deal with problems and failures, as well as how to cope with negative imaging, stigma and premeditation.

Fig. 3

Final report - project MOVE 2017-2018

1.6 Execution of the project

At the start, the design of the project was to explore motivational techniques through culture (art, urban dance, music, etc.) and (urban) sports by visiting best practices in Italy, Portugal and the Netherlands. All of this related to the 21-century skills, which are a continuous thread through the whole project. The intention was to cooperate with both Education and Reintegration institutions/organizations in the Netherlands as well as abroad, who work with young people.

For the simple reason that there is an overlap in the target group that we focused on in this project. The use of finding alternative and innovative methodologies might contribute to a decrease in school dropout, more employment, social participation and lead to active inclusion of young, disenfranchised people, aged 16 to 27 years.

Initially, each participating country should provide five best practices / methodologies for work visits and evaluation by the 3 partners (in the project). At last, we wanted to provide two in-depth analyses from the 15 best practices. We discussed the in-depth analysis in order to arrive at the most suitable framework to evaluate the different best practices.

Enhanced insights between the starting meeting and the preparation of the first working visit in the Netherlands, taught us that it was important to define the frame of reference of the project. A necessity in order to evaluate the best practices in an effective way. Therefore, we patterned a frame of reference, based on three basic principles and on which we wanted to evaluate the best practices. 1. The Agora model with its four spheres (private, public, business and political) and four training programs (sports, art, religion and philosophy). Young people often experience and live within 1 sphere (the private sphere) In this project we focused on Art and Sports, supplemented by philosophy (= education) to give the young adults also insight into the other spheres they have to deal with to a greater or lesser extent in life. (https://www.kb.nl/het-agoramodel-en-bildung-0) 2. Communication: how do we communicate with young people so that they understand us?

Considering that the brain is developing until a person reaches 25 year, we cannot simply assume that we can ask or demand everything from them, for the simple reason that they are not able to meet our expectations. (https://www.ronaldhunneman.com/pijnlijke-contacten) 3. The Big Picture learning (One kid at the time) The starting point is to pay attention to every young person, to look for what motivates him / her, to try to cash in on this and to look together with the young person to see what his or her possibilities are. In short, personal attention and approach. (https://www.bigpicture.org/)

During the project, we organized a mix of different activities: • Orientation visits, before the start of the project, to Italy and Portugal by the project leader to discuss with the partners the design and purpose of the project and to align their expectations, readiness, involvement and contribution; • Creating a framework form with the project group to analyse the best practices. • Several meetings with the project members to reflect, discuss and analyse the findings during the project and to adjust and tune original agreements and objectives: most important changes were less good practices, prolongation of the project and redefining the intended goal of the project; • Skype meetings with each other;