FIG. 46 THE PROJECT IMPACT ON PARTNERSHIP

Final report - project MOVE 2017-2018

o The ability to use art in several contest (in-out), permeability of spaces (museum-school;) o Passion of someone became an opportunity for others who have less opportunities; o The cooperation between school and museums and the involvement of families in this path o Variety of practices observed.

Regarding the best practices in Italy: o Desire to give opportunities for youngsters, refugees and people with disabilities, to express themselves and discover their uniqueness and importance; o Organic and holistic way to develop an institution with the concept of beauty; o Promotion of integration and entrepreneurship; o The ability to integrate beauty in different spheres of the society in order to give value to the youngest.

Finally, we decided to analyse the project impact on partnership and from the interviews it emerged that the project strongly favored “the sharing of innovative approaches to strengthen the effectiveness of practices in specific areas with disadvantage youngest” . This result is very important because it means that the project has achieved its main objective. Beyond that, 82% of respondents agree or strongly agree with the sentence: “has increased ability to work in a multidisciplinary and international environment” and 73% agree or strongly agree with the fact that the project “has improved language skills (English as communication language) and allowed a development of a more cohesive strategic thinking” .

Fig. 46 The project impact on partnership

Final report - project MOVE 2017-2018

9.3 Dissemination of the project results

The last part of the evaluation concerns the dissemination of the main results. In particular, we were interested in investigating tools for dissemination to conducted stakeholders. Concerning the way that partners will use to disseminate the main results, they will mainly share with the organisations involved (schools, vocational training Centers, employment services), trying to insert the main findings in their context. They will reach a very heterogeneous range of stakeholders: from the school board, to funders and donors, different kind of associations and decision makers. Finally, talking about dissemination tools, partners will use their organization website, social media, but also the movie shot during the working visits and the final report. The common answers to the three following questions concerning the dissemination, were:

How will you continue to disseminate the project results, inside and out-side your organisation?

o Sharing the results in the local educational community o Putting into practice some of the methodologies that were shared and making known the organisations shared in the move project o Disseminating the results on congresses, seminars and for internal presentations. I will make links with other target groups such as refugees and will use the outcomes of the project for new to develop projects in the future o Organising a dissemination event in order to share the most important results o Trying to insert / apply in the organization I belong, some of the good practices methodologies that we visited in the other countries o Articles in school newspaper what kind of stakeholder will you involve for the dissemination?

o Headmasters, School leadership (e.g. school and class boards) o Teachers o Decision makers: local public administrations (Education, Youth, Welfare) o Practitioner o Project managers from profit and non-profit organisations o Foundations, donors, no profit funders o Association o Press and media o Employment Centers, schools for special education, prisons o Parents associations

Through which tools will you disseminate the results? o Website o Meetings and presentations/ Prezi/ flyers o Through MOVE’s video o Link at MOVE project in our organisation website o MOVE infographic spread at conferences o Through power point presentation /video / website/ sharing the final report o Social media

Final report - project MOVE 2017-2018

9.4 Findings

The evaluation carried out showed that the initial expectations of partners mainly concerned the ability to share knowledge on methods and tools, in order to promote the social and economic inclusion of disadvantaged young people. In general, partners expect to share practices, methodologies and tools providing openness and desire for mutual learning as well as innovative methodologies. From the evaluation emerged that interviewees were satisfied. The project was able to explore Italian, Dutch and Portuguese good practices and give good examples of effective methodologies. All best practices gave a lot of inspiration, and good insight view, especially the variety of approaches reinforcing the capacity of arts / sports to integrate and develop human being.

Another crucial aspect that has emerged from the interviews concerned the possibility to replicate and transfer the best practices to each organization. The best practices are not stand-alone interventions, but are part of an integral approach and organisational set up. This means that copying the best practice to transfer them to another context is very difficult and needs more adjustments. The awareness of the limit of replicability of good practices within very different organizational contexts has led to a rethinking of one of the initial objectives of the project. Instead of choosing the two best practices, the project partners have decided to choose a different outcome by collecting and using all elements from the best practices, order them and build a guideline.

As for collaborating, the interviewees have a positive feeling. The only problem rising from the analysis of negative aspect, was the language barrier. This is a common topic in many European projects; the different levels of knowledge of the common language, in this case English, can make communication between partners difficult and sometimes influences project outcomes.

During the evaluation, the partners involved in the project have been encouraged to reflect on each best practices visited in The Netherlands, Portugal and Italy. This process was very useful because it has allowed the validation of each practice. Finally, from the evaluation emerged that the project strongly favoured the sharing of innovative approaches to strengthened the effectiveness of practices in specific areas with disadvantage youngest. This result is very important because it means that the project has achieved its main objective. Beyond that, the majority of partners agreed that the project has increased ability to work in a multidisciplinary and international environment and has improved language skills (English as communication language) and allowed a development of a more cohesive strategic thinking.

Through congresses, seminars and internal presentations, the partners will disseminate the content and findings among interested and involved organisations and also make links with other target groups such as refugees. Partners will reach a very heterogeneous range of stakeholders in the different countries (headmasters, school leadership, decision makers, practitioners, foundations, associations, press and media, Employment Centers, schools for special education, prisons, and parents associations). Partners will use different kind of tools in order to disseminate MOVE’s findings, in particular through the website, power point presentations, Social media and the final MOVE video https://www.youtube.com/watch?v=MxcbiK_BsqE&t=382s. The outcomes of the project will be used for new projects in the future.

Final report - project MOVE 2017-2018

10. Conclusions

Project MOVE showed that using methodologies and best practices from the field of Art and Sport, can support and motivate vulnerable youngsters. Not for their recreational or sporting function but for their social and educational function in the broadest sense of the word. Participation in culture or sports, whether it is to enjoy the range of cultural institutions or self-practicing art or sports, contributes to social participation. It has a personal element, because it affects you emotionally, because you can lose your passion into it, or because it increases someone’s skills, creativity, selfdevelopment, resilience and endurance.

Culture and Sport move us, make us think and invite us to discover new worlds. At the same time, they ensure cohesion between the various groups, encourage meetings, provide solidarity, and make issues or problems visible and debatable. Culture and sports are underused in our “education and reintegration culture." They are looked at as being places you go to in your free time, meant for fun and relaxation but we forget that they are brilliant ‘schools’ for 21 century skills competences. Art and Sport focus on entirely different competences. We are used to train our brains and learning skills by using classical schooling and re-integration methods. Arts and sports are more flexible, have a lot of different training methods and practices and rely on different skills. In addition, success, winning, doing the right thing, are being taught and measured by different standards.

The findings of project MOVE show also that organizing a training (through Sport and Art) in order to educate and reintegrate successfully vulnerable youngsters, there has to be an inextricably link between: 1. The training: Art and Sport have a social role of intervention and have to contribute to improving people's quality of life. Artistic knowledge is not required to be a trainer. The main core of an Art training guideline should be to prepare educators with pedagogical strategies and tools from the field of art/sport-education to develop the XXI century skills, concerning Learning and Innovation skills (The 4 C’s): Critical thinking and problem solving; Creativity and innovation; Communication and Collaboration and the life skills: Flexibility, Initiative, Social Skills and Leadership. 2. The location: the impact of the chosen location for training purposes should not be underestimated. Especially for culture and sportive activities, the atmosphere and appearance of a building, as well as the facility to share and meet, are important. 3. The organization: is an important element to have a successful training. Management cannot simply tell people that the goal is to be innovative, without changing the “structure or the tasks that people do to allow that to happen.” Performance management fundamentally is about giving people ownership over their own product and what it is that they’re trying to do.” So charismatic leadership, support and freedom for innovation and alternative paths to achieve certain goals and sharing the vision are essential conditions. 4. The guidance: no matter how perfect the content of training program is, all depends on the guidance of the trainer, on the relation and interaction between trainer and the training participants. A part of his competences and skills, the trainer has to know certain techniques and how to use them in order to inspire, to motivate and to stimulate his participating young adult audience.