New Ideas New Goals | Issue 2, Nov 2021

ARTICLES ON:

N E W I D E A S , N E W G O A L S M A G A Z I N E

EProjectConsult, in conjunction with CPIP, have created a magazine entitled “New Ideas, New Goals” used to share and publish this year’s network activities! It is an opportunity to document the results of the network, featuring the various organizations that have participated as well as the projects they are currently undertaking as a result.

The magazine, as a useful dissemination tool for the network's partners, shows organizations, projects and their intellectual outputs.

This publication is the second issue of November 2021.

The magazine is available both online and in hardcopy.

New Ideas for New Opportunities

“A really important part of networking is actually about what you bring to the table not just what you want to get out of it. Contribution is a big part of networking success.” - Gina Romero

“New Ideas for New Opportunities” is a networking platform, operating with leadership from CPIP since 2015. In the modern collaborative economy, networking is an especially efficient method to develop new projects, meaning that this established European community is more important than ever. It is a shared space for organisations seeking to create lasting relationships, gain insight from a diverse group of experts and discuss their European Commission project submissions together. The network comprises professionals from both the public and private sector, for and on profit, independent of any political affiliation

This year, EProjectConsult will continue to manage the network’s communications and it's promotional material, including creating a short documentary film of the “New Ideas New Opportunities” event to use in further dissemination.

The “New Ideas New Opportunities” event has taken place every year for the past 6 years, leading to the implementation of successful projects across Europe. Whilst the event was hosted online in 2020 as a result of the Covid 19 pandemic, this year, we are able to meet in person in Brussels. The event will take place on 25th and the 26th of November 2021 and will include members from 50 different tran ti l i ti h ill be subm ed in a ser

The Network's New Course of Cooperation

The pandemic has upended what we once knew as normal, pushing us to rapidly adapt to unforeseen circumstances. Of the many lessons that emerged, one thing became glaringly apparent; we need to work together in order to overcome the challenges. The New Ideas for New Opportunities network gives us an opportunity to do just that. With our transnational cooperation projects, we are striving to find new and innovative ways of working in areas which need crucial attention, including education, diversity, agriculture, the fight against climate change, social entrepeneurship and inclusion, and finally, digital transformation .

In this Second Issue of New Ideas for New Goals, partners tell us more about these exciting ongoing projects that will contribute to the creation of a more sustainable and inclusive post-pandemic Europe. This edition is out just in time for our live networking event this November in Brussels. It is a pleasure to be able to host the 6th year of this event in person, after as brief hiatus online!

CHANGING

L I V E S M I N D S

O P E N I N G

ARTICLES ON

THE CHRYSALIS AND THE BUTTERFLY

AN ARTICLE

BY

ASSOCIAÇÃO PORTUGUESA DE EDUCAÇÃO NAS PRISÕES WWW APENP PT

ASSOCIAÇÃO PORTUGUESA DE EDUCAÇÃO NAS PRISÕES

The Portuguese Prison Education Association (APEnP) is a branch of the European Prison Education Association, whose interests lie in the promotion and development of education and related activities in prisons in Portugal, is an organisation founded in 2018 and made up of prison teachers, Higher Education teachers, trainers, researchers

The general objectives of APEnP are to provide the means for all kinds of initiatives, programmes or projects that aim to develop, promote and support education in prisons in Portugal, in accordance with the recommendations of the Council of Europe [Rec(89)12] of the Committee of Ministers to the member states; to act as an advocate on behalf of educators in Portuguese prisons; to promote and support the professional development of people involved in education in prisons; to support research in the field of education in prisons; to support the reform of education in prisons

The Erasmus+ project "The chrysalis and the butterfly, autobiographical paths of penitentiary pedagogy" (2020 1 IT02 KA204 079355) is coordinated by the organization ‘Le Interferenze’ (Syracuse, Italy) and involves 6 other European partners: Universidad de La Laguna (Tenerife, Spain); Associação Portuguesa de Educação nas Prisões APEnP (Vila Real, Portugal); Center za dopisno izobraževanje Univerzum (Ljubljana, Slovenia); Maison des Sciences de L’homme d’Aquitaine (Bordeaux, France); Udruga za promicanje književnosti i kulture Skribonauti (Zagreb, Croatia); Changes&Chances ('s Hertogenbosch, The Netherlands) This project focuses on a new approach to education in prison by proposing an autobiographical methodology as a common teaching practice aimed at adult prisoners

Assuming that education in prison is different from that in schools, both in terms of its target audience and the specificity of its context implying variables related to prison organization (inmates, facilities, rules, schedules, and so on), and also other influences that may affect didactic activities, making them extremely complex the educators involved in this partnership seek to share their experiences, discuss teaching methodologies and compare best practices

Its line of action involves an analysis of the methods generally adopted in prison education, in particular, a deeper emphasis on those that are concretely practiced by each of the educators, orienting activities towards the achievement of the following objectives: (i) to create a space for reflection on specific issues to allow prisoners to redefine their lives during and after their prison

experience; (ii) to strengthen identity and self esteem; (iii) to encourage and motivate prisoners to describe their personal experiences and to communicate even within a European context the difficulties of living in prisons; (iv) to compare the outcome of this project with similar experiences from other European prisons; (v) to present their work to regional networks operating within prisons; (vi) to disseminate the produced documents and multimedia at the end of the project; (vii) to share the results of the project with the European partners involved; (viii) to make the chosen methodology (autobiography) a common didactic practice in educational processes for adult inmates A target group of more than 200 inmates in European prisons, somehow involved in autobiographical trajectories, is planned to participate For them, writing has become a place of freedom through which they illustrate how susceptible they are to a process of annihilation due to isolation and lack of motivation By proposing an autobiographical approach to promote and encourage prisoners to look at their past and plan for the future outside the prison walls, inmates’ life experiences will result in a self reflective and introspective value in different subjects or areas, and lead to the reformulation of a new path for their lives. In conclusion, the partners involved in this project believe that its contribution to the development of prison pedagogy will be threefold: (i) it will promote new types of activities among operators involved in prison training and education; (ii) it will encourage the practice of the autobiographical methodology in the European context; (iii) it will foster research in the field of education in prison in Europe

PROJECT: THE CHRYSALIS AND THE BUTTERFLY

The starting point of the Erasmus+ project "The chrysalis and the butterfly autobiographical paths of penitentiary pedagogy" (2020 1 IT02 KA204 079355) can be found in the difficulties encountered by educational staff in the exercise of their profession in prison

Education in prison involves many factors linked to its context and organization, namely, the inmates, the facilities, the rules, the organisation of time, and so on, which cause a great influence on the teaching activities and make them extremely complex

This project proposes an autobiographical methodology inside prisons to promote and encourage reconsideration of the past and planning for the future outside the prison walls Its most concrete result, among others, will be the creation of a Prison Artistic Autobiographical Pedagogy Network, which will also disseminate the autobiographical methodology manual, monographs of autobiographical literary texts, and theatrical performances with people deprived of their freedom

SAFE: CHILD SAFEGUARDING POLICIES IN ITALIAN FAITH LED ORGANISATIONS

APG23 is an international association founded in 1968, we are present in 40 countries across five continents Our 2000 members share their lives directly with the poor and the underprivileged, taking care of about 41,000 people every day, worldwide APG23 has opened 520 different

“SAFE Supporting Action to Foster Embedding of child safeguarding policies in Italian Faith led organisations and sports club for children” is a project co financed by the European Union and is led by the Association Comunità Papa Giovanni XXIII, Azione Cattolica, Centro Sportivo Italiano, the Interdisciplinary Centre for Research on Victims and Safety of the Department of Sociology of the University of Bologna.

SAFE aims to create a culture of prevention of abuse on children through the promotion of safe environments and respectful and responsible interpersonal relationships

SAFE responds to the priority of promoting the integration of child protection policies in faith led organisations in different fields (sports, social protection, educational activities), providing staff with the necessary training and guidance, in accordance with the “Keeping Children Safe” standards

Between October 2020 and April 2021, 1200 people including leaders, professionals, and volunteers of faith led organizations who have regular relationships with more than 46.000 children have been trained to improve their knowledge of child abuse, paying special attention to risks and protective factors

The consortium had also developed an online Training tool called “THE GRAMMAR OF RELIABLE RELATIONSHIPS Promoting educational relationships to protect childhood and adolescence” which is available upon registration on the website https://progettosafe eu Five experts with different profiles will guide you through 9 video lessons:

1. Child Abuse and Maltreatment, Clinical and Pedagogical Aspects: Knowledge and Prevention

2 Abusive Relationships: Dynamics, Sites, Indicators and Consequences

3 Sexual Abuse Online Against Children and Vulnerable Persons

4. Legal Protection of a Minor, Vulnerable Person, or Victim Of Abuse 5 Online Relationships

6 Bullying and Cyberbullying

7. Bully or Victim: What’s Behind A Bully?

8 Risk and Prevention: Understanding Troubled Relationships

9. Preventing Abuse: Risk and Protection Factors

On the 4th of November 2021 in Rome, the fina conference of the project was held, during which th other final deliverable of the project: the training manual, titled “THIS IS NOT AN APP Promoting a permanent system to safeguard minors, in the Church and in the community”, was presented.

PROJECT: MIRIAM

"MIRIAM Free Migrant Women from Gender based Violence (GBV) through identification and access to specialized support services" intends to increase early detection, protection, and specialised support services for migrant women victims and potential victims of GBV, with a strong focus on victims of sexual exploitation, intimate partner violence and forced marriage.

INTELLECTUAL OUTPUTS

This project will produce protocols for the referral mechanism of migrant women suffering GBV and guidelines on multi agency cooperation to overcome trauma and mental health issues.

EDUCATION IS NOT THE LEARNING OF FACTS

BUT

THE TRAINING OF THE MIND TO THINK

Albert Eisntein

SUFABU: SUCCESSION IN FAMILY BUSINESSES

AN ARTICLE BY INSTITUT INPRO WWW SUFABU EU

"SUFABU: Succession in Family Businesses" is a project implemented under the Erasmus+ programme SUFABU responds to the needs of European family businesses, which are facing the difficult task of intergenerational change The project creates a flexible educational system focused on the succession process in family businesses, which can be found on the web platform www sufabu eu

INSTITUT INPRO, a.s. is an educational and counselling organization that operates mainly in the field of adult and vocational education in the conceptual frame of lifelong learning. The organization was originally established in 1971 as a branch educational institute for the mechanical engineering industry and it has been active on the market with adult education since 1997. Over the last decade, INPRO has been involved in a number of European transnational projects, focused mainly on capacity building, exchange of experiences and good practices, transfer or even development of innovation, and mobility of educational staff INPRO cooperates with approximately 100 well selected freelancers including external educators, lecturers, teachers, trainers, and advisors across different areas of expertise, and also cooperates with various Czech Associations and NGOs INPRO focuses on areas like sustainable entrepreneurship, ecological agriculture, soft skills development, and D&I implementation in SMEs.

Family businesses play a key role in sustainable economic development, job creation, the promotion of regions, and their competitiveness throughout Europe In the long run, however, family businesses face many obstacles that make their survival more difficult. Among other things, they face the challenge of handing over society from one generation to another SUFABU helps family entrepreneurs successfully manage the succession process, and at the same time raises knowledge, and competencies to prepare for intergenerational exchange and its smooth implementation As each succession is unique (some families are forced to succeed prematurely due to sudden illness or death, other families may struggle with the older generation who refuse to relinquish control), it is very important to consider the various succession options, the challenges, and the opportunities involved

That is why in SUFABU we interviewed representatives of various family businesses across Europe and prepared 37 case studies that present different succession options and their results. Families shared good and bad experiences so that readers can learn from them The cases are grouped into 7 different topics, which show that, although families may face similar circumstances, there are different ways to succeed depending on the specific needs and aspirations of the family and the business

Moreover, in the realm of the project, other educational materials were developed like a Summary Report, comparing the situations of family business succession in partner countries (the Czech Republic, Belgium, Italy, Norway, Spain, and the United Kingdom) Furthermore, learning materials were created that provide theoretical knowledge on how to approach various issues (from planning to financing, to communication problems or generational understanding, among others), combined with practical activities to try in families. Lastly, micro learning videos were created as well as fun quizzes to test your knowledge in various areas

SUFABU has attracted a lot of attention, not only from family entrepreneurs themselves but also from relevant stakeholders, entrepreneurial associations, and even policymakers. The SUFABU platform has been added to the DG Grow website on business transfers, run by the European Commission, it has appeared in podcasts, and was presented in international events. Thanks to all partners, AMSP ČR, CEDIT, D&A, EFB, FBN, INPRO, ONP for their hard work!

PROJECT: SUFABU

"SUFABU: Succession in Family Businesses" is an EU funded Erasmus+ project that responds to the needs of European family businesses that currently face the task of intergenerational exchange. The project creates a flexible training system focused on the succession process in family businesses and, at the same time, raises awareness of the obstacles that family entrepreneurs experience on their way. Family businesses play a crucial role in sustainable economic development, job creation, regional support, and competitiveness in all European countries. However, they face several specific obstacles which makes it more challenging for them to survive in a long term perspective Among others, they face the challenge of transferring the company to the next generation. SUFABU project’s main objectives are to help family entrepreneurs to manage the succession process successfully and manage to plan and go through the process without any problems.

INTELLECTUAL OUTPUTS

The main project output is a complex learning hub consisting of various innovative learning tools that provide family entrepreneurs with skills and knowledge to prepare for intergenerational exchange Thanks to the hub, family businessmen can learn how to plan the process ahead, how is it handled by other family entrepreneurs, what the possible obstacles that can occur are, and how to prepare for them SUFABU materials include a summary report, inspirational case studies of European family firms, learning materials combining theoretical approaches with practical tools, playful quizzes to track own progress and micro learning videos introducing the key points of successful succession.

INCLUSIVE SEX-ED THROUGH CREATIVE METHODS

AN ARTICLE BY MERSEYSIDE EXPANDING HORIZONS

WWW.EXPANDINGHORIZONS.CO.UK

Merseyside Expanding Horizons is an NGO that works with people who experience isolation and social exclusion in their communities. The Management Committee, staff, and volunteers at Merseyside Expanding Horizons share a vision of a socially inclusive society in which all individuals can achieve their potential. The activity of MEH is underpinned by four core values that determine and inform the projects that MEH undertakes and how it does the work that it does. We have extensive experience of supporting people with multiple barriers and complex needs Our tailored interventions make positive and lasting changes to the lives of our service users enabling them to broaden their life choices and achieve their personal goals MEH’s core values are:

Young people are constantly exposed to sexual images and messages from various media, TV, music, movies, and the Internet. The high rates of unwanted pregnancies, sexually transmitted infections and sexual violence among young people demonstrates that they are not receiving the accurate, unbiased information about sexuality and sexual health In many parts of the world, government representatives, school leaders, teachers and parents are reluctant to teach sex education because it is believed to encourage sexual activity

In fact, statistical data prove otherwise: Comprehensive Sexuality Education reduces misinformation and increases young people's ability to make informed decisions about their health, some programs delay initiation of sexual intercourse by 37%, reduce frequency of sexual intercourse by 31%, reduce the number of sexual partners by 44%, and increase condom and contraceptive use by 40% (United Nations Population Fund, 2015)

According to UNESCO, Comprehensive Sexuality Education is a curriculum based process of teaching and learning about the cognitive, emotional, physical, and social aspects of sexuality Sexuality education to children and young people is mandatory in the majority of Member States in EU Most EU countries cover a wide range of other topics related to love, marriage, partnership or family in the context of sexuality education, as promoted by UNESCO and the WHO. However, the type of information and messages offered within this complex topic varies significantly from country to country.

EDUCATION

In Slovakia, for example, the title of the sexuality education curriculum is 'Education for Marriage and Partnership', and sexuality education usually focuses on traditional marriage and family values.

Whereas, in Denmark, the topics include a wider, more discursive and inclusive methodology that includes consideration of different types of relationships. Fewer EU countries focus on issues related to gender roles and stereotypes, consent, LGBTQI+ issues, and cover topics around online media and sexuality. In addition, a number of countries allow parents to exclude their children from many aspects of sexuality education

All experts agree that sexuality education, to be effective, must be both global and transversal

At the global level: sexuality education must run through the entire school curriculum, beginning in kindergarten, and be based on the concerns, age and maturity level of the students. The topics to be covered will thus depend on these factors in order to truly support students in their development and maturation

The overarching needs: sexuality education should be supported by all actors (school pedagogical team, parents, extracurricular actors, etc ) and should be integrated both in the different courses and in the educational settings.

Because of its educational role, the school is indeed a privileged place to provide sex education. This place is part of the social sphere and contributes to the development of the individual, and therefore of society Sex education is also part of the school's responsibilities, but it is not limited to the school. Indeed, effective implementation and expansion of sex education depends on the commitment and support of parents and whole communities.

Finally, sexuality education empowers the vulnerable, and promotes gender equality and equal dignity for all

PROJECT: INCLUSIVE SEX-ED THROUGH CREATIVE METHODS

2020 1 UK01 KA227 SCH 094470

According to UNESCO, comprehensive sexuality education is a curriculum based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. The included aims are to equip secondary schools students and young people with knowledge, skills, attitudes and values that will empower them to realise their health, well being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well being and that of others; and understand and ensure the protection of their rights throughout their lives. The use of creative methods such as role playing and theatre games have proven to be effective in educating young people, and even more with young people with intellectual disabilities.

INTELLECTUAL OUTPUTS

1 An inclusive sexual education curriculum for high school students adopting the Universal Design for Learning (UDL) approach: a cognitive framework that focuses on removing barriers within learning environments by modifying the curriculum, concepts, materials, and environments for all learners and abilities through the use of creative options and drama based techniques

2. A training for teachers, to upskill them providing the necessary competences to implement the programme

3. Drama based resources and approach to adopt a whole school approach in relation to sexual education, including the active involvement of parents/guardians/carers of students with disabilities.

AIDING THE ELDERLY WITH NEW TECHNOLOGIES

AN ARTICLE BY BALTIC EDUCATION TECHNOLOGY INSTITUTE

WWW.3D4ELDERLY.INFOPROJECT.EU

BETI - BALTIC EDUCATION TECHNOLOGY INSTITUTE

The 3D4ELDERLY project intends to look deeper into 3D printing in a new way: how can this technology help people who is already suffering Alzheimer's and dementia?

BETI was founded in 2003 by an active team of professionals who have been working in the field of ICT and education technologies for more than 15 years. While implementing different activities in higher education and vocational training sectors, rich experience, knowledge, and skills were accumulated in the field of ICT, including enhanced training, distance education methodology, learning technologies, multimedia production, development of web applications, etc. The main aims of the Institute are to apply scientific, methodological and practical activities to encourage ICT based training and learning; to seek the development of democratic, wide accessed and self dependent training conditions while implementing lifelong learning paradigm; to develop distance learning initiatives and create information systems; and to support IT based projects and process management, in cooperation with organizations and individuals seeking to ensure effectiveness and quality of implemented activities.

Advances in medical 3D printing technology have made tremendous contributions to many fields throughout healthcare For patients, new tools and therapeutic methods developed through 3D printing can bring new degrees of comfort and personalization to their treatment For doctors, this newly accessible technology allows for a greater understanding of complex cases, and provides new tools that can ultimately result in a higher standard of care

3D printing's medical applications are increasingly expanding, and it is expected to revolutionize health care Tissue and organ fabrication; development of customized prosthetics, implants, and anatomical models; and pharmaceutical research into drug dosage formulations, distribution, and exploration are only a few of the existing and future medical applications for 3D printing. It is also better used to understand certain conditions and diseases. It is known that 3D printing technologies have aided significant advancements in the field of healthcare The potentials of 3D printing could be understood after seeing the impact that the technology has had in so many areas of healthcare, for example in the field of Alzheimer's disease

Alzheimer's is a chronic neurodegenerative disease, and it is one of the most enigmatic diseases in terms of its causes and treatments up to now Alzheimer's is a degenerative neurological disease that affects the brain, progressively leading the patient to a state of total dependence, thus creating a very complex and difficult situation for people who take care of them.

The causes of the disease are still unknown but there is a multi factorial origin connected to various factors such as genetics, environment, and lifestyle In addition, an important factor is the age, indeed the disease develops mainly between 75 and 85 years of age, however, this may not always also affect some younger people, while others older, over eighty or even centenarians may not find it at all.

PROJECT: 3D4ELDERLY

“3D printing to create innovative learning pathways for caregivers and staff members dealing with people with Alzheimer and elderly people with dementia”.

One of the first symptoms of an Alzheimer's patient is short term memory loss. Some research stated that it is possible in the early stages of Alzheimer's to recover lost memories, stimulating specific hippocampal neurons, the area of the brain responsible for recording short term memories For this reason, people with Alzheimer's need cognitive stimulation exercises that stimulate memories, language, perceptions, reasoning, creativity, sociability and above all well being.

The use of 3D printing will help these people by offering them a multisensory experience thanks to the tools created This technology can be useful to support visual, tactile, and therapeutic methods The hands on experience and this technology will help the person to receive an infinite number of requests which have a direct action on the brain areas connected to instincts and senses, with positive effects on the cognitive and relational sphere.

The project aims to create innovative learning pathways that increase the quality of the work of caregivers and staff members dealing with people with Alzheimer's, and elderly people with dementia, and to match the experience and skills of new technologies with people who work in Alzheimer centers, to increase the quality of the patient care processes The aim of the project also follows the goal of the European Alzheimer's Alliance, an institution that was established in the European Parliament (EP) in 2007. It is a non exclusive, multinational, and cross cutting group that brings together members committed to supporting Alzheimer's Europe and its members by tariff, so that dementia becomes a priority of the public health in Europe

INTELLECTUAL OUTPUTS

To achieve the goals of the project, the consortium has defined the following intellectual outputs:

• IO1: A guideline for caregivers about the use of 3D Printing.

• IO2: A set of memory exercises created with 3DP for helping people with Alzheimer's and elderly people with dementia.

• IO3: A web platform to collect exercises created with 3DP to be used with people with Alzheimer and dementia.

• IO5: Creation of a methodological guideline (therapy guide) to assist in the improvement of memory in Alzheimer’s patients and those with early onset dementia accessible to all Alzheimer centers

FIGHTING GENDER BIAS: FENCE

AN ARTICLE BY XENIOS POLIS WWW.FENCE PROJECT.EU/

XENIOS POLIS

XENIOS POLIS is a private research institution (founded in early 2016), that combines forefront research with the implementation of European funded social welfare projects The main areas of activation are:

• vulnerable social groups,

• social inclusion,

• intercultural mediation & communication

• digital skills training,

• social, educational, and counseling support,

• culture & social welfare,

• entrepreneurship,

• environmental protection,

• public health promotion

In addition, XENIOS POLIS undertakes the organization of academic conferences and seminars

Discover more on: https://xeniospolis.gr/

“FENCE Fighting gender bias and Contributing in gender Equity” is a European project of the Erasmus+ initiative that aims to decrease gender bias through equality awareness and building gender competence. FENCE’s roots are closely connected to the gender stereotyping which limits the development of the natural talents and abilities of both women and men, as well as their educational and professional experiences and life opportunities, in general

The FENCE conceptual idea derives from the emerging need to tackle any gender based prejudices and stereotypes, with a special focus on the workplace and the professional orientation The main objectives of the project are:

To empower individuals on standing up to gender bias through gender equality issues awareness, gender competence building and gender equality goals promotion.

To create and deliver innovative products and training tools based on differentiation methodologies and adult education approaches.

To encourage individuals to take advantage of opportunities

The project encourages empowerment and building actions for those working primarily as public staff in local authorities, public bodies, social affairs services, NGOs, CSOs members and any others working in the field of gender equality or human rights promotion.

PROJECT: FENCE

The project FENCE Fighting gender bias and Contributing to gender Equity is financed by the EU Commission Gender stereotypes and bias cause unequal treatment and personal or social perception reflections especially in professional sectors; with all the discrimination they can cause against women, this reality demands continuous and coordinated actions and training tools as a process to make different key actors ‘gender empowered’ and ‘gender sensitive'.

FENCE’s objectives are:

• to make key actors empowered on combating gender bias and promoting gender equality

• to create and deliver innovative products and training tools based on differentiation methodologies and adult education approaches

• to empower them to exploit opportunities through the digitization of the learning content

The Review Paper; literature review and analysis

The FENCE Curriculum, an individual and complete educational tool, oriented to the training on gender equality competence and empowerment of individuals

The Digital Toolbox & Resources, a virtual learning environment based on three interactive pillars: an online platform, e learning courses and a mobile application

The Methodological Guide for Educators, that aims to provide ideas and guidelines to the adult educators in order to be able to exploit the FENCE learning material in different educational contexts an fulfilling diverse educational needs

The FENCE project has already produced the following intellectual outputs: 1. 2 3 4. 5

The Policy Book, a combination of practice and theory, academic knowledge and policy drafting that will gather the results and learnings achieved during the project

All FENCE products and results are available at: https://fence project eu/

INTELLECTUAL OUTPUTS

The FENCE project has already produced the following intellectual outputs:

A Review Paper; literature review and analysis.

The FENCE Curriculum, an individual and complete educational tool, oriented to the training on gender equality competences and empowerment of individuals.

A Digital Toolbox & Resources, a virtual learning environment based on three interactive pillars: an online platform, e learning courses, and a mobile application.

A Methodological Guide for Educators, that aims to provide ideas and guidelines to adult educators in order to be able to exploit the FENCE learning material in different educational contexts fulfilling diverse educational needs

The project includes 7 partners (CAD Community Action Decorum, Documenta, Programma Integra, Xenios Polis, CSI, INOVA, GRIPEN) from 6 countries (UK, Spain, Italy, Greece, Cyprus, Romania)

PROMOTING PHYSICAL ACTIVITY TO THE GIRLS OF KAUNAS

AN ARTICLE BY LWLO WWW.LMLO.LT

LWLO - LITHUANIAN WOMEN'S LOBBY ORGANIZATION

LWLO is an association comprised of 42 NGOs across Lithuania working in the gender equality sphere It is also a member of the European Women’s Lobby organization Members and staff of LWLO have vast expertise in organizing actions, campaigns, as well educational activities on different topics, including gender discrimination, gender based violence, women leadership, entrepreneurship and economic independence, women in sports

Goals of LWLO

• Promote active women’s participation in all spheres of life by carrying on their work in a democratic and transparent way.

• Monitor the overall observance of equal opportunities ensuring women’s human rights and respecting women’s needs and aspirations

• Ensure that the needs of different women’s groups will be considered at any stage of their lives.

• Submit suggestions to EWLO on a regular basis to improve all areas of European Union action affecting women’s lives’ quality and promote equality between men and women.

This project aims to motivate Kaunas district girls, women and seniors to participate in physical activities, and organize physical activities with educational elements for girls, women and seniors of Kaunas district, to strengthen the awareness of women in the Kaunas district about the benefits of physical activity, and, to organize and conduct sports events aimed at promoting physical activity and equal opportunities for women in sports and other fields.

In order to achieve the project’s aims the following activities are foreseen within the project:

Educational sports events;

A regular physical activity program with educational elements for girls, women and seniors; Justifying the benefits of the regular physical activities by measuring health relevant indicators before and after a regular training cycle; Periodical family and community physical educational activities on weekends; Lectures and dialogue groups on physical activity; Developing, publishing and widely discussing the digital success stories of physically active women; Performances with educational elements in public spaces in order to raise awareness on gender equality in sport and other spheres

The project has been implemented in the Kaunas district for 3 years. The target groups of this project are girls from 12 years of age, women and seniors 360 participants take part in the regular activities of the project, every year 120 girls and women from Kaunas district.

It is expected that due to participation in the project’s regular physical activities, at least 80% Participants will improve their physical and mental health. 70% of participants will be willing to continue physical activities independently or in sports clubs

During the project, a model for encouraging women to participate in regular physical activities is developed and tested in the Kaunas district The model that is applied for girls and women in the Kaunas district for three years will be improved on the basis of regular monitoring and evaluation of its implementation, and this will be presented as an example for Lithuania

Kaunas district women’s physical activity promotion model for the development of women’s sports in Lithuania

Financed by the Ministry of Education, Science and Sport Coordinator

Lithuanian Women's Sports Association Partners

Lithuanian women’s lobby organization Kaunas district third age university

The project seeks to increase the conscious involvement of girls and women in the Kaunas district in regular physical activity and sports activities during 2019 2022.

During the project, special attention is paid to the promotion of physical activity of women of various age groups girls, women and seniors, in response to research findings that women’s physical activity in Lithuania is insufficient

INTELLECTUAL OUTPUTS

The model for the development of women’s sports, which includes video stories motivating women for everyday physical activities, a cycle of the seminars based on role models, lectures on healthy lifestyle, promotional materials on the website and social media

EDUCATION IS THE MOST POWERFUL WEAPON WHICH YOU CAN USE TO CHANGE THE WORLD

Nelson Mandela

EDUCATION

AN ARTICLE BY EPROJECTCONSULT WWW.EPROJECTCONSULT.COM

EPROJECTCONSULT

“EProjectConsult Istituto Europeo Formazione e Ricerca” is an Italian NGO established in 2009 that organizes traineeships for around 5000 young people a year (both students, teachers and professionals) Their enthusiastic staff are highly committed to spread innovative ideas, creativity and self development.

EProjectConsult aims to help people to acquire the means to build their own destiny through the almost endless possibilities the framework of the European Union projects (Erasmus+, Creative Europe, Youth on the Move, etc ) EProjectConsult is mostly specialized in the Evaluation (Assessment) and Dissemination of projects, nevertheless have huge experience in the other areas of the project cycle as well

the quality in their work and practice, along with their experience of international cooperation. In order to submit a successful Key Action 2 small scale partnership project, it is necessary to ‘Think Globally and Act Locally’ The objectives of the project can be wide reaching, but the activities must be designed considering the specificities of the target audience In addition, small scale partnership projects should be a collaboration between a maximum of three organisations.

Small scale partnership projects have been added to actions supported under Key Action 2 Erasmus+ 2021 2027. This new subsection of Key Action 2 is specifically designed to allow small scale actors, institutions and individuals to access the Erasmus+ programme Small scale partnership projects are generally run with a lower budget and have a shorter duration, which supports newcomers with less experience, and target groups with fewer opportunities, to kickstart their journeys using the programme. Furthermore, this subaction encourages transnational networks to form, allowing these small scale actors to address common needs and priorities in certain fields together. It is particularly valuable in enabling these organisations to increase

The nature of small scale partnerships provides optimal conditions for Erasmus projects to reach out to disadvantaged groups. This is due to their flexible format and inclusion of organisations that may be active within a variety of socio economic sectors One such project, Promoting Women in Environmental Entrepreneurship (PWoEE), targets gender parity in entrepreneurship PWoEE is a small scale partnership between three transnational partners: Youthpreneur Stichting, The Netherlands; Association For Volunteerism Volonterski Centar Skopje, Republic of North Macedonia; and EProjectConsult, Italy Entrepreneurial learning, women’s entrepreneurship, and the fight against climate change are part of the six priorities of the European Commision for 2019 24

This project aims to tackle the undeniable divide in access to social entrepreneurship opportunities between male and female citizens within Europe

The project aims to address this gender inequality in the field of entrepreneurship and self employment primarily through the creation of a web platform where young female entrepreneurs will be able to find valuable resources to support their career journeys This online platform will consist of three main elements, firstly, a training curriculum which will include courses such as ‘Social and Environmental Entrepreneurship’ among others, and secondly, a database of local mentors through which the young women can seek personalised advice. Thirdly, there will be a space for networking where the users will be able to converse and share their knowledge

The PWoEE project aims to bring European young women closer to education, entrepreneurship and employment and to support the development of their professional skills through the cooperation of these small scale actors This is in keeping with the desired impact of small scale partnerships in KA2, namely to offer training and transnational networks which are better aligned to the “needs of and opportunities offered by the labour market”, and to increase the provision of entrepreneurial skills Small scale partnership projects like PWoEE give an opportunity for transformation and change to both the young women entrepreneurs that participate in the project activities, and the smaller organisations that are collaborating together in order to deliver them.

PROJECT: THE VOICE ACTION

The VOICE Action (Project Reference Number: 624659 EPP 1 2020 1 PT EPPKA3 EU YTH TOG) is a KA3 cross sectorial cooperation project with the slogan, “Making Young Offenders’ Voice Heard”

The aim of this project is to address issues concerning young people deprived of their liberty and from disadvantaged backgrounds in order to support their involvement in EU policies in accordance with the EU Youth Strategy (2019 27) The VOICE Action will develop a set of training tools, using a bottom up approach and a peer led methodology to foster the empowerment and engagement of young people in custody in EU policies

Furthermore, the project will arrange Youth Dialogue meetings (with key stakeholders and policymakers) and youth mobilities gathering young people from seven different European countries: Portugal, Lithuania, Spain, Romania, the Netherlands, the United Kingdom, and Italy The outcomes of this project will be invaluable for the participants, strengthening their sense of EU citizenship, increasing their ability to think critically and communicate, and giving them an opportunity to develop meaningful life skills

EDUKINO

AN ARTICLE BY CENTER FOR PROMOTING LIFELONG LEARNING WWW CPIP RO

Have you ever wondered how image discourse is created? Do you question what truly lies behind the visual information you come across every day? Or why images are constructed the way they are? What tools do you access to express and develop ideas through images? Most importantly however, have you ever considered the physical and metaphorical distance between audiences and the symbols they come across?

The need to be able to understand and critically process news, media and other forms of visual information is now more important than ever The COVID 19 pandemic (and the lockdowns, financial instability, social isolation, and educational challenges that came with it) has brought forth major issues faced by youth, particularly youth living in situations of precarity. For youngsters facing several vulnerabilities through the instability of their living conditions, the past two years have tangled and increased existing issues that are becoming especially salient. These include, but are not limited to, a distance from (and unavailability of) digitalisation efforts, limited home tutoring opportunities, reduced literacy, and scarce access to cultural and artistic life. For an audience that is already distanced from what is believed to be 21st Century Literacy, analysing the discourse that lies behind images can be difficult, if not sometimes impossible.

Centred around the concept of image education and its use to promote competence based teaching and learning, EduKino was born out of the realisation that the development of innovative, inclusive, and empowering image education approaches is essential Funded through the Erasmus+ programme and coordinated by AFEJI (https://www afeji org/), EduKino is placed at the crossroad between a variety of problematics faced not only by youth in vulnerability, but also by the professionals working with them.

Engaging youth in situations of vulnerability, and supporting them in gaining transversal competencies that can aid their efforts to overcome psycho social difficulties, cannot realistically be done without also supporting the educational professionals who work with them, and the cultural and artistic actors that play a crucial role in expanding their public horizons Most importantly, the EduKino efforts will promote a bottom up spirit, encouraging the participating youth to take a proactive step in the development and implementation of the materials.

The 7 partnering organisations: AFEJI (FR https://www.afeji.org/), APROXIMAR (PT https://www.aproximar.pt/), ASSOC (RO https://www assoc ro/), CINELIGUE (FR https://www cineligue hdf org/), CPIP (RO https://cpip.ro/), L’UNIVERS (FR https://univers cite org/) and NO PLACE PRODUCTIONS (UK https://noplaceproductions.co.uk/)

All of these organisations have vast experience in empowering young people in vulnerable situations through various means of action and are committed to supporting the promotion of equal opportunities through multidisciplinary engagement, transnational knowledge exchange, and co production.

The approach is simple: cooperation, transnationality and replicability are the key drivers of the consortium, who will strive to promote image education as a didactic tool for social inclusion of youth and the opportunity to exercise active citizenship through access to, and involvement in, the cultural and artistic expressions that surround them.

ARTICLES ON

THE IMPORTANCE OF DIVERSITY MANAGEMENT IN THE WORKPLACE

AN ARTICLE BY KNOW AND CAN ASSOCIATION WWW.KNOWANDCAN.COM

KNOW AND CAN ASSOCIATION

Know & Can Association was established in March 2007 in Sofia, Bulgaria It works mainly in the field of non formal education, and European projects and programs in education, rights, justice, citizenship, and mobility. It is a licensed center for career counseling and an educational training provider It has partners in all EU countries, Latin America, Turkey, Albania, Northern Macedonia and Serbia Know and Can's expertise is in: non formal education; elaboration and management of projects and educational programs and services; training; delivering and implementation of educational programs; applying modern methods and techniques for the development of non formal and informal education; cooperation with organizations and institutions working in the field of education and educational services, justice and human rights; soft, civic and working skills training; educational training programs to promote the enhancement of the qualifications of pedagogical staff

Diversity Management for small or medium sized enterprises, non governmental organisations, social enterprises, or any other type of small businesses or not for profit entity does not require prior knowledge or experience on diversity management If managed correctly, diversity brings in several benefits for the organisation Both research and practice demonstrate that it leads to innovation, higher productivity among employees, broader market and financial performance. Open and inviting environments in the workplace, where people get on well with one another, is a prerequisite for employees to stay and to give their best to deliver good results. Thus, diversity management is no longer a matter of social responsibility, but of corporate survival

It is almost impossible to imagine a workplace that is not diverse in one way or another Each employee is unique in terms of nationality, culture, age, gender, experience, competence, personality, and more. Introducing diversity comes initially with some efforts and culture clashes, but if managed properly inclusive environment offers countless benefits for a small organisation with limited resources. Diversity management refers to organizational actions aiming to promote greater inclusion of employees from different backgrounds to the benefit of everybody involved and the success of the business

Diversity management in the workplace is firmly embedded in specific national, European, and international contexts Avoiding discrimination is not just a matter of moral issue for employers but an obligation according to the law. Direct discrimination, when harassment or injustice is obvious, is condemned by most people and easy to trace However, indirect

discrimination when, for example, a job announcement is written in a neutral way that automatically excludes people from minority backgrounds, often remains unnoticed Such blindness prevents people from seeing their own biases, which in its turn causes unintentional discrimination and racism. Self awareness about own biases and stereotypes is a must for the management before triggering any kind of cultural change towards inclusiveness The term ethnic minority does not necessarily refer to ethnic groups that are a numerical minority Instead, it refers to any ethnic group that is not dominant socially, economically or politically Similarly, national minority means a minority of citizens in the country, who have certain characteristics which are different from those of the majority in terms of language, religion, or other essential characteristics

The operationalization of ethnical diversity is possible only through practical recognition of diversity Such recognition can be given through recruiting ethnically diverse workforce, developing policies for non discrimination at workplaces, developing engaging environment through shared culture and values. The symbolic inclusion of neglected ethnical minorities does not portray the culture of diversity Furthermore, active measures are not meant to be a random one time activity but continuous evidence based, goal oriented work integrated in overall organisational routine

PROJECT: DIME

Diversity Management and Inclusive Employment for ethnic minorities and migrants in SMEs and NGOs (963161 DIME REC RDIS DISC AG 2020) is a partnership of Know and Can Association (Coordinator) Bulgaria, MIR Akademien Sweden, CEIPES Italy, Business College Helsinki Finland. The general aim of the DIME project is to support the social and economic integration of migrants and ethnic minorities via awareness raising and training of employers at SMEs and NGOs. The objectives are to carry out a field study with employers; to develop training materials in diversity management and inclusion at the workplace; to carry out training for 40 organizations reaching out to 400 600 employers; to raise awareness on labour market discrimination based on ethnicity. The results of the project implementation are the analysis of obstacles for employment of migrants and minorities from the perspective of employers; methodology and training materials for employers on diversity management at the workplace in SMEs and NGOs

INTELLECTUAL OUTPUTS

The methodology and training materials for employers at SMEs and NGOs for promoting diversity management and inclusion at the workplace have a special focus on ethnicity The outputs are developed based on the results of the fieldwork, the additional desk research, and competences/best practices of the partnership The developed methodology and training material mirrors both the needs of the employers as well as the needs of the migrants and ethnic minorities in relation to existing European legislation such as Directive 2000/43/EC against discrimination on grounds of race and ethnic origin, the European convention on human rights and Agenda 2030

ARTICLES ON

AGRICULTURE

COCOREADO

AN ARTICLE BY THE EUROPEAN COUNCIL OF YOUNG FARMERS

HTTPS://COCOREADO EU/

CEJA - THE EUROPEAN COUNCIL OF YOUNG FARMERS

The objectives of COCOREADO in relation to rural areas are aligned with the recent European Commission Communication “A long term vision for the EU’s rural areas Towards stronger, connected, resilient and prosperous rural areas by 2040”, published on June 30th This publication follows a public consultation involving stakeholders, which has shown that the role and importance of rural areas are underrated and insufficiently rewarded.

CEJA, the European Council of Young Farmers, is voice of Europe’s next generation of farmers CEJA established in Rome (Italy) in 1958 by organisa representing young farmers from the six foun members of the European Coal and Steel Commu (ECSC). Today, CEJA represents around 2 million yo farmers in Europe from 32 national organisa spanning 23 Member States, including two asso members from the UK and Serbia and one obse member from Malta.

The Horizon 2020 project COCOREADO has a strong focus on rural areas. With the primary aim of rebalancing the position of the farmer in the food supply chain, the project wants to foster economic development and entrepreneurial innovation in rural areas, specifically by creating opportunities for young people

The project consortium has three organisations focusing on youth and rural areas (the European Council of Young Farmers, MIJARC Europe, and Rural Youth Europe) Moreover, COCOREADO is considering recruiting and training 40 local ambassadors, who will play a key role in generating social innovations in rural areas

In this context, the Communication has set out a long term vision for EU’s rural areas up to 2040, identifying areas of action towards building stronger, connected, resilient and prosperous rural areas and communities A Rural Pact, expected to be launched by the end of 2021, will mobilise public authorities at the EU, national, regional, and local levels as well as stakeholders to act to meet the needs of rural inhabitants Additionally, the EU Rural Action Plan offers support to tangible flagship projects to create new opportunities, attract innovative businesses and boost local economies, including through diversification of activities

Among the proposed initiatives, the Communication wants to promote a rural proofing agenda at all governance levels. To further inform policymaking on rural areas and assess the anticipated impact of major EU legislative initiatives the EU’s executive considers establishing a Rural Observatory and publishing a toolkit on EU funding opportunities for rural areas

PROJECT: COCOREADO

COCOREADO is a Horizon 2020 project, aiming to rebalance the position of the farmer in food supply chains using a multi actor and co creational approach

INTELLECTUAL OUTPUTS

The project will select 40 Ambassadors who will represent Cocoreado throughout its lifespan Training sessions all over Europe will be organised for ambassadors, the first of which is in Brussels in March 2022

REGIONAL GLOBALISM - APPROACH TO SUSTAINABILITY BY FARMING

AN ARTICLE BY HOF UND LEBEN GMBH WWW HOFUNDLEBEN DE

HUL - HOF UND LEBEN GMBH

HuL offers business consulting for family farms in Germany We focus on production, processing, as well as selling/ logistics the whole added value chain of agricultural produce in the fields of food, feed, fibre, energy With a special focus on social and ecological aspects besides pure economy in the planning, HuL assures sustainability within conceptualization and implementation We aim at fostering long term relationships with our farmers as business partners

Specific consulting topics include:

• strategy/ vision/ business development

• investment/ financing/ financial modelling/ asset design

• company succession/ transfer of assets

• (re)use of existing agricultural real estate

• turnaround management/ liquidity

We are experiencing erratic societies, crumbling economies, massive debt of public budgets, natural disasters and human helplessness on the global scale. Our social and economic systems collapse and renew themselves without being changed fundamentally

The worse a system is, the better human behavior needs to be to achieve the same level of well being In the present systems, the majority of people are fighting for the pure material existence, while a wealthy minority are fighting for the highest returns worldwide. In this environment, comprehensive sustainable behavior is not fostered and not possible

The future of mankind on earth is threatened, but it seems like we are running with our eyes wide open in geopolitical conflicts for existing assets, resources and food in the world The serious problems are closely related to existing systems and structures, to solve these problems other structures will be needed The main obstacles of the existing systems are obviously man created, and the solution would have to be found in the human nature itself.

Sustainability has existed for decades as a noble concept, and wish structure. But livable conditions for all people around the world can only be achieved and secured by concrete responsible action Responsible Acting does not implicate green economy, nor exclude green economy. Responsible Acting does implicate rethinking of our way of living, and demands to take concrete action The world calls for change, and for responsible action, but does not get it from us, the people

Sustainability is currently in fashion and sustainable action is demanded by all sides. However, thoughts on sustainable development appear only with delays in the existing systems

First, sustainable action only starts when projects and their effects come closer in space and time Second, sustainability appears only to play a significant role from a certain level of material prosperity and personal well being Based on this, we can conclude that, presently, sustainability plays a role only if personal involvement increases. Sustainability is only possible once sufficient affluence has been achieved. On the way to prosperity, sustainability as such plays no significant role

Our constant pursuit of wealth, living standards, money, and power all lead to the accumulation of money. Money as we know it now is detached from the real economy Money is no longer a pure medium of exchange: it is accumulated, multiplied, and treasured It has become limitless and dimensionless.

After a certain amount of money is accumulated, it is invested somewhere, real value added and profitability separated. The farther away the money is earned, the more indifference exists to the way it is earned

Responsible action takes place in the region here and now This is the key to the development of the concept of sustainability, and to pragmatic responsibility in human home, There environ Taking action fields, t world t on loca Investin closer our regions This is what the majority of farmers still based their profession on. There is a lot of potential in learning from farmers about sustainability, even if farmers struggle with the incongruence of their long term business with short term orientation of financial market.

PROJECT: FARMINFIN

Poor financial literacy of farmers

Farmers need to boost their knowledge and competences to manage financially viable agricultural businesses and explore innovative ways of financing The Erasmus+ project FARMINFIN aimed to fill these knowledge gaps by offering opportunities for training tailored to the farmers’ needs on how to manage financially viable farm business, focusing on innovative models of financing.

INTELLECTUAL OUTPUTS

1 FARMINFIN summary guide about the financial situation of the EU agriculture sector

2 FARMINFIN catalogue which provides information on different financing lines

3. 17 case studies of farmers who implemented innovative finance from Spain, Belgium, Czech Republic, Sweden, Italy & Germany

4. Online course with 5 modules providing knowledge and skills necessary to implement innovative financing tools

ARTICLES ON

ENVIRONMENT CHANGE

TOURISMED PLUS

AN ARTICLE

BY PRISM IMPRESA SOCIALE

WWW TOURISMED INTERREG MED EU

PRISM IMPRESA SOCIALE

TOURISMED also demonstrated that the bottleneck for the development of fishing tourism is often the poor

PRISM is a non profit social enterprise with the mission to create equal opportunities for the responsive progress of societies, communities and people acting as a qualified development agent, since 2012, with its operational seat in the city of Palermo and its registered office in Enna, Italy PRISM represents a co planning hub, open to public and private actors, for the elaboration of tailored development strategies and interventions, aimed at valorising diversity and sharing the social, cultural, and economic resources of local communities, from an international perspective The PRISM concept originates from the heart of the Sicilian island, upon the initiative of professionals working in the field of intercultural cooperation and dialogue, both on a European and international level

In this context, TOURISMED PLUS aims to capitalize the fishing Tourism Business Model (BM) proposed under TOURISMED as a theoretical basis for the creation of draft policies for fishing tourism and facilitating the development of fishing tourism in the new receiving territories (Molise, Neum and Ulcnj)

TOURISMED PLUS is the follow up of TOURISMED project Both projects are funded by Interreg Med programme.

TOURISMED project demonstrated that fishing tourism is a replicable and sustainable response to common challenges of the Interreg MED Programme to find new solutions to threats related to the exhaustion of marine resources and the decline of the artisanal fishing sector

The partnership is composed by the three "giver" partners (Fundación Valenciaport, PRISM and PETRA PATRIMONIA CORSICA) that will transfer the Tourismed Business Model effectively and accurately, and the three selected "receivers" (Azienda Autonoma di Soggiorno e Turismo di Termoli, Municipality of Ulcinj and Municipality of Neum) representing public bodies with direct links to regional and local policy makers, but above all three territories with a great potential for the development of fishing tourism

In addition, five associated partners will play a key role in the dissemination of the business model and in the support of local policy makers for fishing tourism: the Molise Region, the municipality of Fossacesia, the Corsica Tourism Agency, the Tourism Strategy Agency of the Balearic Islands and the Mediterranean Fishing Tourism Association

AND FIGHT AGAINST CLIMATE CHANGE

TOURISMED PLUS will promote policy reform on the basis of TOURISMED Business Model This approach will lead to the following results:

Drafts in host territories on reformulation of policies related to fishing tourism;

Memorandum of Understanding (MoU) with policy makers in the receiving territories;

Capacity building of policy makers for the implementation of TOURISMED BM in local/regional policies;

Permanent Policy Forum on fishing tourism

The partnership is composed by the three "giver" partners (Fundación Valenciaport, PRISM and PETRA PATRIMONIA CORSICA) that will transfer the Tourismed Business Model effectively and accurately, and the three selected "receivers" (Azienda Autonoma di Soggiorno e Turismo di Termoli, Municipality of Ulcinj and Municipality of Neum) representing public bodies with direct links to regional and local policy makers, but above all three territories with a great potential for the development of fishing tourism

In addition, five associated partners will play a key role in the dissemination of the business model and in the support of local policy makers for fishing tourism: the Molise Region, the municipality of Fossacesia, the Corsica Tourism Agency, the Tourism Strategy Agency of the Balearic Islands and the Mediterranean Fishing Tourism Association

TOURISMED PLUS will promote policy reform on the basis of TOURISMED Business Model This approach will lead to the following results:

Drafts in host territories on reformulation of policies related to fishing tourism;

Memorandum of Understanding (MoU) with policy makers in the receiving territories;

Capacity building of policy makers for the implementation of TOURISMED BM in local/regional policies;

Permanent Policy Forum on fishing tourism.

PROJECT: TOURISMED PLUS

TOURISMED PLUS is the follow up of the TOURISMED project Both are funded by Interreg Med programme The TOURISMED project demonstrated that fishing tourism is a replicable response to common challenges of the Interreg MED Programme to find new solutions to threats to the exhaustion of marine resources and the decline of the artisanal fishing sector.

TOURISMED also demonstrated that the bottleneck for the development of fishing tourism is often the poor alignment of fishing tourism regulations with the real needs of the territories

In this context, TOURISMED PLUS aims to capitalize the fishing Tourism Business Model (BM) proposed under TOURISMED as a theoretical basis for the creation of draft policies for fishing tourism and facilitate the development of fishing tourism in the new receiving territories (Molise, Neum and Ulcnj)

TOURISMED PLUS will promote policy reform on the basis of the TOURISMED Business Model

INTELLECTUAL OUTPUTS

Drafts on reformulation of policies related to fishing tourism in host territories;

Memorandum of Understanding (MoU) with policymakers in the receiving territories;

Capacity building of policymakers for the implementation of TOURISMED BM in local/regional policies;

Permanent Policy Forum on fishing tourism

Never doubt that a small group of thoughtful, committed citizens can change the world; Indeed, it is the only thing that ever has M A R G A R E T M E A D

ESPAS INTERNATIONAL CONFERENCE

AN ARTICLE BY PROMIMPRESA WWW FACEBOOK COM/PROMIMPRESAEUPROJECTS

PROMIMPRESA

Promimpresa is a private enterprise committed to the enhancement of the entrepreneurial spirit and the strengthening of the socio economic inclusion of vulnerable target groups. It provides tailored upskilling training and job counselling paths, activities of search and recruitment, placements, qualified assistance services targeting unemployed people, young people, NEETs, companies, and public authorities It collaborates with many experts and a large European network of partners, it participates in several EU funded projects (ERASMUS+ KA1 and KA2, European Social Fund (ESF), Interreg Med, ENI CT Italie Tunisie), mostly in the field of the socio economic inclusion of vulnerable people, VET service providing, job counselling, adult education, women, and young people's employability. It has a wide experience in managing training courses and international mobilities, developing non formal educational programs and initiatives for a wide range of target groups ( NEETs, women, adults, migrants)

The International Press Conference held online on the 13rd of October 2021, marked the official launch of the project ESPAS 'Valorisation des espèces végétales autochtones siciliennes et tunisiennes avec un intérêt nutritif et bon pour la santé', co funded by the Italian Cross Border Cooperation Programme Italy Tunisia 2014/2020 premier appel à projets standard and implemented by a pool of Italian and Tunisian international partners.

The project promotes cooperation and synergies between researchers working in the field of nutraceuticals, agriculture and processing farms in Sicily and Tunisia. The event was part of the Sustainable Development Festival 2021 at its fifth edition, it was an innovative initiative and a unique experience in the world, nominated as a finalist for the SDG Action Awards of the UN SDG Action Campaign. The festival was comprised of hundreds of events organized throughout the national territory, it represents a further step to encourage Italy to achieve the 2030 Agenda, mobilizing Italian society on the themes of sustainable development The Italian Alliance for Sustainable Development (ASviS) that has brought together over 300 organizations from the economic and social spheres, organized the festival together with its members and with the support of the partners and tutors, over a period of 17 days, as many as the Sustainable Development Goals of the UN’s 2030 Agenda

The festival was created to raise awareness among growing segments of the population on social, economic, and environmental sustainability, going beyond subject matter experts, to foster a cultural shift in individual and collective behaviors, and to stimulate “bottom up” requests that commit the Country’s leadership to comply with the agreements undertaken in the UN

ESPAS project International Conference allowed stakeholders, the wider international public, and the media to learn about the project through the discussion of the issues around the enhancement of native plant species with high nutraceutical and health value, production and use of cultivation techniques with low environmental impact; innovation and the market in the phytotherapy, cosmetic, nursery and experiential and relational tourism sectors In this phase, together with the research and plants collection and identification, the project partnership is developing a set of field activities and actions, with the development of stakeholder’s alliances and networking initiatives that are likely to promote an exchange of experience and develop a progressive synergy between the various social actors in the southern Mediterranean for the promotion of social dialogue.

The kick off seminar was inaugurated by Promimpresa and the Directorate General for Programme IEV de Cooperation Transfrontiere Italie Tunisie 2014 2020. All the partner Organizations (ROCCA DI CERERE Geopark, CREA DC Bagheria, Institut National de Recherches en Génie Rural Eaux et Forêts, Agence de Vulgarisation et de Formation Agricole, Banque Nationale de Gènes de Tunisie), introduced experts and hosted discussions about the three SDGs (9 Sustainable Innovation; 13 Climate Action, 14 Responsible Consumption and Production) covered by the ESPAS project

CLIMATE CHANGE

PROJECT: ESPAS

Programme IEV CT Italie Tunisie "Cross border cooperation within the European Neighbourhood instrument (ENI) Tunisia Italy programme 2014 2020 ESPAS Valorisation des espèces végétales autochtones siciliennes et tunisiennes avec un intérêt nutritif et bon pour la santé

The aim of the project is to foster cooperation and synergies between researchers working in the nutraceutical sector and farms in Sicily and Tunisia. The project envisages, in the first phase, the characterisation and definition of scientific protocols with reference to local plant species with high nutraceutical and health values in the co operation area; and in the second phase, the transfer of the knowledge developed in the research activity to the agricultural production system of the target territories.

INTELLECTUAL OUTPUTS

One of the main intellectual outputs is the development of an Interdisciplinary scientific and economic competence network The aim of the output is to promote and enhance the production of high value nutraceutical and health giving local plants in Sicily and Tunisia (e g Phytotherapeutic, cosmetic, nursery, and related tourist sectors), through good practices exchange and shared market strategies co development Key stakeholders (public authorities, private enterprises, research science and technology institutes, CSOs), will explore the feasibility of networks and partnerships in different research areas and how to optimize the interaction between science dynamics and the needs and concerns of sustainable agriculture.

ARTICLES ON

ENTREPRENEURSHIP

THE IMPORTANCE OF ENTREPRENEURSHIP: VISE

AN ARTICLE BY BRAINLOG WWW.BRAINLOG NGO.COM

Recognizing the importance of entrepreneurship, the Joint Research Centre of the European Commission has created the Entrepreneurship Competence Framework (EntreComp) which defines entrepreneurship as a transversal competence and offers a tool to be applied to all spheres of life, including to self employed people, and also to those starting up ventures

BrainLog is a non profit organization developing and managing nationally and internationally funded projects, focusing on innovation and education within business development, web and mobile applications, entrepreneurship, innovation within sport and wellbeing, non formal education, and social inclusion in Denmark

Corporate Social Responsibility (CSR) services are another core focus of BrainLog Nowadays, the aspects of CSR have the most essential, and at the same time non financial, effect on the value of the businesses. Our team is expert in the key areas of CSR and in combination with the innovative technology we are supplied with The organisation offers an outstanding service which includes:

1 Data collection and live data monitoring with the application of the innovative cloud system.

2 Data analysis and CSR Report with achieved results and recommendations

3 Digital visualization of the report and all results.

Understanding the significance of the framework, our partnership wants to use it as a reference for achieving the aim of the VISE project: “Virtual Integrated Start ups Ecosystem” (funded under the Erasmus+ Programme), which is to strengthen entrepreneurship competences of start uppers and future entrepreneurs in the field of 3 most needed areas of entrepreneurship (according to EntreComp framework Ideas & Opportunities, Resources and Into Action), together with taking up digital technologies to strengthen their business activities.

The aims will be achieved through development of the VISE project, including:

Skills assessment tool multimedia based tests assessing 6 skills and resulting in individual entrepreneurial roadmap. E course consisting of training modules on corresponding 6 skills Entrepreneurial Coach mutual learning platform allowing for connecting and sharing and promotion of products and services

Target groups:

Primary target group: startuppers/future entrepreneurs/ startups.

Secondary groups: companies, networks of companies, VET providers and VET Trainers (organizations that provide VET learning or have access to start ups and entrepreneurs (i e VET trainers; lifelong learning and VET associations; entrepreneurs associations, incubators; co working spaces; local or regional institutions), as stakeholders

Implementing the project internationally gives possibility of exchanging knowledge and good practices in entrepreneurship education In addition, the project will allow running startups to learn from international partners' experiences and all outcomes will be produced in 7 languages Moreover, the broad geographical coverage will ensure wider dissemination and better exploitation.

The project will produce one main result: Virtual Integrated Start ups Ecosystem (later: ecosystem) but on the way to produce the final version of the ecosystem, smaller results will be elaborated These are: methodology of research together with the tools (questionnaires and focus groups scenario), report from the research, set of questions, quizzes, mini scenes for the assessment tool and the assessment tool itself, mechanism for creation of the roadmap and the roadmap, content of 6 training modules, curriculum of the course and e learning course itself, testing plan and report

It is expected that the project will cause significant impact in the situation of the startups thanks to better prepared for running their businesses entrepreneurs after having participated in the project and having used ecosystem and focusing on strategies to support new companies after post COVID 19 impacts

on the following priorities:

access to training and qualifications

rengthening key competences in nuing VET novative practices in a digital era

ers the above chosen field specific enhance access to quality trainings n entrepreneurship according to work for start uppers and aspiring it will strengthen competences in epreneurship, introduce them in ovide possibility of assessing the together with providing individual dmap based on assessment

The project addresses also the horizontal priority regarding the innovative practices in a digital area as it supports taking up of digital technologies through development of digital learning materials It promotes innovative methods and tools for learning and assessment through development of assessment tool and e course and generates automatic path from one tool to the other.

The main result Virtual Integrated Start ups Ecosystem will be digital, open, and freely accessible for the public This, together with needed and attractive subjects covered by the project assures that many learners will use it to develop high quality skills and competences, extremely relevant for opening and running a company in the current, turbulent business environment.

PROJECT: VISE - VIRTUAL INTEGRATED START-UPS ECOSYSTEM

This project is based on understanding the significance of the Entrepreneurship Competence Framework, the partnership then wants to use it as a reference for achieving the aim of the Virtual Integrated Start ups Ecosystem" VISE project, which is to strengthen entrepreneurship competences of start uppers and future entrepreneurs in the field of 3 most needed areas of entrepreneurship (according to EntreComp framework: 'Ideas and opportunities', 'Resources' and 'Into action') together with taking up digital technologies to strengthen their business activities

INTELLECTUAL OUTPUTS

The project will produce one main result: Virtual Integrated Start ups Ecosystem but on the way to produce the final version of the ecosystem, smaller results will be elaborated These are: methodology of research together with the tools (questionnaires and focus groups scenario), report from the research, set of questions, quizzes, mini scenes for the assessment tool and the assessment tool itself, mechanism for creation of the roadmap and the roadmap, content of 6 training modules, curriculum of the course and e learning course itself, testing plan and report

ARTICLES ON

SOCIAL

INCLUSIVE IMPRO THEATRE

AN ARTICLE BY I&F EDUCATION IRELAND WWW.INSTRUCTIONANDFORMATION.IE

I&F EDUCATION IRELAND

with the aim of promoting inclusion and preventing early school leaving, through creativity and theatre

I & F Education is an Irish based organisation working in and from Dublin for the educational development of people of all ages, especially in the areas of entrepreneurship, sport and personal development, youth, language acquisition, inclusion and diversity, and rural development. We stress and put emphasis on lifelong learning as well as adult learning. We have a network of specialists for collaboration on projects related to social welfare, psychology, sociology, special educational needs, social policy and innovation, information technology, entrepreneurship, employment, sports, cultural, inclusion, and tourism programmes

Inclusive Impro Theatre project aims to promote social inclusion and fight against early school leaving through creativity and theatre, in primary and secondary schools Building Europe with instruments that reach all countries is a daunting task, and we must start with our schools and with our young people. Theatre and creativity, culture and creativity go hand in hand to solve everyday situations of inequality and social exclusion

Social exclusion and early school drop out is a general phenomenon in our society, particularly in the context of the worldwide pandemic crisis

We will achieve the objectives by taking into account the diversity of students within the same school and classrooms, having the appropriate support to respond to heterogeneity and focusing on the dramatization skills of each student and the sense of belonging to the theatre group We will take the students from the immobility of the desk, into theatre class two days a week and we will work from the "unreality" to create new social links that favour creativity as a means to advance in inclusion We propose this face to face project for primary and secondary students, consisting of adapting one of the stories already written by the partners in this project to the problems of each area, and its subsequent dramatization by the group of students The stories will deal with situations of daily and current inequality with a focus on analysing these daily problems with a view to solving them

Once adapted to the peculiarities of the country or region, the group of students will proceed with their group work, in order to dramatize these stories, which will conclude with their staging in front of the rest of the class, or in front of the school, in a special performance where the play of theatre and creativity will go hand in

The general objective of our project is to establish and develop by the partners a number of traditional and universal stories, which will be adapted to their country or region by primary and secondary school pupils

SOCIAL INCLUSION

We will encourage the development of the students' creativity through theatre to stage daily problems in our European societies Based on the values that we have to develop and promote among the students, the teacher/director will work on the staging of those daily situations of our young people in their cities or countries Their dramatization and staging will help these young people to become aware of the problems and their solutions, via social inclusion.

develop it by sharing it under the direction of the teacher/director, so that this is the script and the libretto of their play that will serve to include and give a place to those who may be far from equal opportunities

The instrument of our general objective in our project is to use the technique of DRAMATISED IMPROVISATION as a tool to encourage divergent thinking, imagination, fantasy and above all, creativity. The teachers will apply this technique so that the students become familiar he story and its interpretation, and through the tization and rehearsals, we will hopefully achieve egration of the students in the work group and p the scheme of teamwork and the assumption of les that will arise from staging the stories. It will de with the final staging of the story in front of t of the class (or the rest of the school), getting the to act and "play the theatre game", which places tors in an intermediary position between reality ntasy, and it is because of this peculiarity that, h theatrical improvisations, a rupture of the fixed etween classmates is produced, which generates group a need to restructure new socio affective es that are momentary but can also be lasting

Final products

The target group is school children and youth in the broadest sense of the word so that by acquiring an awareness of the serious problems of our society present in their immediate environment and dramatizing them through the theatrical technique of dramatized improvisation, the core of our project, they will become aware of these shortcomings (perhaps of their own schoolmates who are very close to them) and by acquiring this awareness will address the solution of unjust situations. The Consortium will pay special attention to the structure of the classical stories chosen by facilitating the method to be implemented by the Teacher/Principal in the school. We will take into account the students' work mechanics: they will choose 1 story for each theatre group and will work on the adaptation of this story to the problems of their country or region and will

IO1 Elaboration of an opening guide talking about values as a base for creativity in the cognitive, social and emotional development of students in the face of complex and traumatic life situations

IO1 12 working portfolios to promote creative theatre plays in the classroom based on the 12 traditional stories chosen by the partnership IO2 the game of theatre and interpretation

IO3 Establish the 12 traditional stories by the project partners to be developed in the project, which will be adapted to their region or country by the primary and secondary students, with the aim of favouring inclusion, through creativity and theatre.

The participating members of the Inclusive Impro Theatre project can be classified into:

Associate organisation members; we plan that the associate schools will be able to reach teachers and students. The staff will adopt an active role in the implementation stages of the project.

Teachers from partner schools: we foresee that 8 teachers (4 from each school) will participate in the management of the project activities The teachers selected should work with students The teachers should present and inform the committee about the start of the project at the end of the 2020/2021 school year. Each partner school will arrange the meetings with the teachers, explaining carefully all the activities to be carried out and that will start in the school year 2021/2022

Pupils from school partners; we foresee that 750 pupils (150 per school) will be involved in implementation of the project and committed to the dissemination and exploitation of the Inclusive Impro Theatre project No specific selection criteria will be applied, since one of the aims of this project is to ensure a social inclusion for the personal and social welfare of all students

Other interested parties (teachers, school representatives, school organisations, teacher trade unions, etc) It is foreseen that our dissemination activities will reach about 1000 interested parties.

PROJECT: INCLUSIVE IMPRO THEATRE

Project number: 2020 1 RO01 KA227 SCH 095356

From their academic success to their social skills and mental health, the pandemic is a crisis for today’s children and the fallout may follow them for the rest of their lives. The school closures are one of the most visible and controversial means by which Covid 19 is affecting young people in the most critical periods of adolescence and it may even increase the risk of mental illness. In this context, our Inclusive Impro Theatre project aims to promote social inclusion and fight against early school leaving through creativity and theatre, in primary and secondary schools Building Europe with instruments that reach all countries is a daunting task, and we must start with our schools and with our young people. Theatre and creativity, culture and creativity go hand in hand to solve everyday situations of inequality and social exclusion

INTELLECTUAL OUTPUTS

Mapping of values to be developed and structure of the story to be developed and interpreted

We will work on the project to develop the talent, creativity and capacity of the students to obtain from each story the values and situations that can be used in the most frequent problems in our societies

Development of the technique of improvisation as a basis for creativity

During the project we will work on a dramatic improvisation technique, with the aim of familiarising students with interpretation. The teachers will tell the story chosen and adapted to their region because of its special relevance and its support of social values, and the students in improvised and spontaneous will represent and interpret what the adult tells

Structure of the 12 stories

The partners in the project will work on the staging of these stories of universal values, depending on the theme chosen

HOW WE TESTED THE ESCAPE RACISM METHODOLOGY

AN ARTICLE BY CENTRO INTERNAZIONALE PER LA PROMOZIONE DELL'EDUCAZIONE E LO SVILUPPO WWW.ESCAPERACISM.INFOPROJECT.EU

INTERNATIONAL CENTRE FOR THE PROMOTION OF EDUCATION AND DEVELOPMENT

CEIPES is an International non profit association founded in Palermo in 2007.

Our organisation aims to empower people, organisations, and communities by promoting innovation, education, work, and experience

The main topics we address are:

* ICT innovation and STEAM

* Health, Food, Sport and Outdoor Education

* Special Educational Needs (SEN)

* Local development and social inclusion

* Human rights education and raising awareness, advocacy, and anti discrimination

* Art, Culture and Creativity

* Sustainability, Environment and Climate Change

* Capacity building of third sector organisations, educational institutes, and the public sector.

Our activities, depending on the area of intervention, are focused on: young people, adults, migrants, disadvantaged youth and NEET, women, educators, teachers and students, members of public institutions, unemployed

The project ESCAPE RACISM Toolbox to promote inclusive communities, n. 2019 2 IT03 KA205 016906 has been designed to raise awareness among youngsters about all forms of racism and discrimination To reach this aim, the project uses playful tools in an educational context The Consortium of the project involves five partners from four different countries: Italy, the UK, Spain, and Hungary, all united with the aim to develop educational escape rooms for the promotion of human rights, tolerance, and racism prevention, in order to make social inclusion easier for vulnerable people

As the first step of the project, all partners of the Consortium conducted research The obtained results have been used for the development of the Handbook of learning methodologies, in order to give an overview on the use of games in educational surroundings and a theoretical background to each topic, specifically determined as racism, disabilities, bullying, modern slavery, and borders

After completing the first output of the project, with the creation of puzzles and games, the Consortium proceeded with the organization of the second output implementing the Pilot phase during which youth workers and youngsters, divided into groups of four, have the possibility to experience the game and understand in which way discrimination and racism can negatively impact social inclusion.

Each group that tested the game showed different dynamics among components. Depending on the group participants, each sample could solve specific puzzles instead of others A crucial part of this pilot phase was the debriefing meeting, where the escape room creators and the participants could have a space to discuss the activity This phase turned out to be essential to discover that racism can negatively affect the cultural, educational, economical and social inclusion of any person Thanks to CEIPES stable escape room, young people and youth workers can experience the cultural and social difficulties encountered by migrants and refugees in their daily lives.

One of the participants stated: “Even though we all know that discrimination based on a specific chararacteristic of the body already happened, this game makes you realize how stupid it is to associate discrimination with hair color”. Another participant affirms: “The diary is very useful for putting yourself in the victim's shoes”, and “the Escape Room is a great way to talk about a delicate topic such as racism”

Thanks to this activity it was possible to improve the puzzles, discovering imperfections, with the result of providing a better experience for future participants.

We would like to sensitize young people to topics of social inclusion and spread the message that diversity is the power to improve our societies!

PROJECT: ESCAPE

RACISM

The project “Escape Racism Toolbox to promote inclusive communities” aims to build inclusive societies where young people promote the respect of human rights, combat racism and discrimination and act as multipliers for their peers.

The project will contribute to:

Creating innovative practices in the field of youth work through the development of a toolkit of methodologies which promotes the development of soft skills for youngsters and at the same time promotes human rights, social inclusion, and intercultural dialogue.

Increasing the availability of innovative and non formal methodologies by developing online tools at the disposal of all organizations and institutions in Europe and different scenarios of educational escape rooms in four countries, accessible to youth, especially those with fewer opportunities

Developing the organizational capacity of five institutions with different cultural and organizational experiences and strengthening of the strategic partnership among them

INTELLECTUAL OUTPUTS

During the pilot phase of the project (IO2) all the partners have the chance to test the escape room kits realized during the IO1, on five different topics: racism, modern slavery, borders, disability and bullying. The workshops are given to at least 15 youth workers who are interested in using innovative techniques in their daily work, and 40 youngsters that are increasing their soft skills and at the same time raising their awareness of racism, discrimination, and intolerance Each session is being evaluated through quantitative and qualitative data to assess if the pilot reaches the project's objectives and results

Inclusion Elevates

All

E L A I N E H A L L

NEXT DOOR: FOSTERING NEIGHBORHOOD PARTICIPATION TO PROTECT AND CARE FOR ELDERLY CITIZENS

AN ARTICLE BY APROXIMAR. COOPERATIVA DE SOLIDARIEDADE SOCIAL WWW.APROXIMAR.PT

COOPERATIVA DE SOLIDARIEDADE SOCIAL

Older people are forming a particularly vulnerable group in society, with an increased risk of poverty or social exclusion: 38% of +65 years are unable to face unexpected financial expenses Almost 17% of people in risk of poverty are elderly aged >65 years, 12.5% among people aged >75 years self reported depressive symptoms, linked with loneliness (2019 Ageing Europe, Eurostat)

Aproximar, Social Solidarity Cooperative, is a non profit organisation, with intervention in the local, regional, national and transnational scope, with the goal of providing services, tools, and resources that empower people, groups, organisations, and communities to respond in an autonomous way to the demands and necessities of the social inclusion process Aproximar has as a principle that every individual has the potential to accomplish his/her own life project The ultimate mission of Aproximar is to value the social and human capital of organisations and their stakeholders as a strategy to respond, in a sustainable manner, to the challenges and opportunities arising from the surrounding environment.

NEXT DOOR is a label for “Fostering neighbourhood participation to protect and care for elderly citizens” It aims to promote social capital within neighbourhoods, fostering protection of elderly citizens, increasing levels of self esteem and the quality of life The project is funded by the Erasmus+ Programme, coordinated by French organization AFEJI, and co created with 7 other partners from Germany (ACEEU), Italy (ANS), Portugal (APROXIMAR), Romania (EASI), Spain (CONSORCI LA RIBERA), and United Kingdom (MEH).

During the first year of the project, partners went to a consultation and co creation process within each local territory (selected by each project partner), in which they interacted with citizens (older ones and not) and professionals in each community to understand and identify the existing resources and the main needs towards greater support offered by the local community and its people Around 200 people will be reached during this phase of the project, including community workers which the partnership envisaged as professionals working in services in the area, such as grocery, pharmacy, hairdresser, among others and that often, are particular focal points to identify older citizens in a vulnerable situation.

APROXIMAR.

e h, y the restrictions imposed by Covid 19 took a special place in several discussions, especially in terms of services and leisure activities not being provided anymore.

One of the key aspects of this phase was the utilization of a non formal and participatory approach in which the partnership created the so called “one page profiles” for each citizen engaged This method enhances participants’ engagement with the process and makes it more meaningful as it expresses their passions and values, while identifying the main needs and assets of their community A social media campaign will soon be launched to disclosure some of these profiles.

If you are interested in this project, visit the website at: http://www.nextdoor project.org/, and follow the project’s info and news on Facebook: www facebook com/NextDoorProject2020

PROJECT: NEXT DOOR

Fostering neighborhood participation to protect and care for elderly citizens, funded by Erasmus+ Programme, 2020 1 FR01 KA204 080560, aims to promote social capital within neighborhoods, fostering protection of elderly citizens, increasing levels of self esteem and the quality of life The objectives are to 1) engage multi level stakeholders in response to elderly needs; 2) build a digital tool for mapping local resources and offering information on support & referral; 3) raise awareness on the importance of community's social capital; 4) design and pilot a capacity building programme; 5) build gamification resources to support the learning activities, awareness events and assessment; 6) launch local social resources groups to setup recommendations; 7) create a model which packs methodology, resources, results from piloting, follow up assessment and case studies, as well as a business model and replication

INTELLECTUAL OUTPUTS

Intellectual Output 1 NEXT DOOR Methodology through participatory actions for engagement of multilevel stakeholders

Output 2 NEXT DOOR Digital Tool

Output 3 Awareness and capacity building programme

Output 4 NEXT DOOR model for neighborhood’s participation to protect and care for elderly citizens

SOCIAL INCLUSION

DEVELOPING EDUCATIONAL TOOLS TO COMBAT DIGITAL ILLITERACY

AN ARTICLE BY INSTITUT SAUMUROIS DE LA COMMUNICATION WWW.ISC FORMATION.ORG

In 1455 Johannes Gutenberg printed the first book in a Germany in which only a handful of people could read and write Today, knowledge of printing is part of our basic education system. During the Second World War British engineers and their allies developed the first computer to break the Enigma code What these scientists did not know at the time was the use and the tremendous growth that our societies would make of their invention in the eighty years that followed

The Institut Saumurois de La Communication was founded in 1994 by Dr Françoise SALESSE The school’s specialty is inclusion by giving training in literacy and numeracy for minorities living in France and literacy programs to those in the community who need it. In 2005, Dr SALESSE created a European innovative toolbox for teachers Since 2010, our institute has launched a training course in Project Management. Another important aspect of the institute is its involvement in European projects for at least 20 years Our team, composed of 5 people and many consultants, has large expertise in the development of curriculum, methodology, and the management of any project.

The computer has entered our homes faster than the book. These two objects have an identical use from an educational point of view, only two points separate them: accessibility, since a book does not require any basic technical knowledge to be used, and comprehension, since we have learned to read books since childhood Since 2019, the pandemic has highlighted the need to continue educating our children in the context of lockdown. The ministries' response has been to prioritise distance education so as not to spread the virus to the public

This emergency solution is a real challenge for the entire educational sector in the face of the new source of social exclusion represented by digital illiteracy. A person who cannot use a computer is considered to be digtally illiterate

SOCIAL INCLUSION

Digital literacy is assessed through three levels:

Basic: using a computer for everyday use. For example, do you know how to use a mouse, connect a printer, install a computer?

Medium: using software to produce professional documents. For example, am I able to use a word processor to do my homework, make a presentation to give a talk, make a graph for a maths exercise?

Expert: Know how to use the internet to search for reliable and usable information Is this scientific article relevant to my science homework, should I trust this web page with strange content, am I allowed to copy an article without informing the author?

It is by assessing the knowledge of the pupils that we see the need for digital training of our children. They know how to use the object but do not know how to use all its functions and possibilities It is particularly urgent to act because we have recently seen three aggravating factors appear:

More and more digital content distribution media are being put on the market without training and with a level of complexity that is difficult to understand.

The development of websites with dubious content that pollute the Internet and influence the thinking of our children.

The fear of new technologies has become a preoccupation of our societies, leading some people to refuse any contact with computers It is by creating a hybrid form of education that is partly face to face and partly remote that we will be able to overcome the next health crisis We need to develop free educational tools, adapted to all and accessible to the greatest number.

PROJECT:

In the digital world, this ability is the foundation of the lifelong learning process. Some young students, who only use the digital world to chat, communicate socially and listen to music, have proved once again through their performance in preparing for assignments and exams during the pandemic in 2019 2021 that they lack digital information literacy

Today, there are all kinds of information resources in the Internet environment, and it is essential to have the following skills: o Know the types of sources, o Evaluate the means of accessing information o Analyze the need for information, o Reorganize information

The internet affects all areas, including educational processes, while enriching teaching processes The internet offers teachers and students unlimited social, cultural, and personal opportunities.

INTELLECTUAL OUTPUTS

To develop our curriculum, the partnership will conduct a survey based on a sample of 50 teachers and 100 secondary school students (per partner country) All the results will be compiled to prepare an educational module and curriculum that we will put online through distance learning: o A BDW Online Learning Platform, o A BDW e learning system.

The project's e learning platform will be accessible through a cell phone and tablet application. All teachers and students will be able to access all training modules we will also publish a manual that will be distributed to secondary schools and high schools.

REFRAMING WELFARE FOR IMPACT EVALUATION

AN ARTICLE BY KMOP - SOCIAL ACTION AND INNOVATION CENTRE WWW VALUE METRICS ORG/INDEX PHP

KMOP - SOCIAL ACTION AND INNOVATION CENTRE

KMOP Social Action and Innovation Centre is a leading NGO with 44 years of experience in supporting vulnerable people through the provision of social services, implementation of social initiatives, education, research and development of know how on social policy issues. We design and implement impactful initiatives, aiming to make a difference in tackling the ongoing challenges of a globalized world

Understanding and accurately measuring social progress and prosperity is essential for developing actions and investments that aim at improving human wellbeing. In addition to that, accurate measures of welfare allow for better and more holistic evaluations of current actions, programs, and investments For almost a century, Gross Domestic Product (GDP) has been widely used as one of the main indices of a country’s welfare and economic growth (Kuznets, 1934) However, the GDP formula neglects important aspects of social development, such as income distribution (Stiglitz, Sen, and Fitoussi, 2009), educational level and access to healthcare (Dreze and Sen, 2013), political freedom (Bergh, 2009), environmental footprint (He et al , 2020) and gender equality (Gizelis, 2009). Furthermore, the incorporation of these parameters into welfare indices would be rather unavailing without a noticeable effect on life satisfaction That is to say, it is equally important to measure and ensure people’s awareness of their prosperity Increasing concerns on the adequacy of GDP as a life quality measure led to the creation of the Commission on the Measurement of Economic Performance and Social Progress (CMEPSP), an initiative of the French Government in 2008 Stiglitz, Sen, and Fitoussi (2009) submitted a report to CMEPSP which made pioneer breakthroughs towards a considerably more appropriate mapping of social development and well being by considering non market activities to capture real income level, focusing on consumption rather than production, examining income distribution, and inequalities These advances grabbed the attention of political leaders and policymakers worldwide, enriching substantially the ‘Beyond GDP’ agenda. ‘Beyond GDP’ is an ongoing initiative of the European Commision, European Parliament, Club of Rome, OECD and WWF since 2007. The goal of the ‘Beyond GDP’ open

SOCIAL INCLUSION

discussion is to clarify what we measure and how we can successfully assess prosperity and well being, in order to make better decisions on what we should do to achieve sustainable socioeconomic progress Archimedes project’s scope included a systematic review and meta analysis of the current composite welfare indicators produced by major national and international organisations across the world including among others the OECD Better Life Index, the Prosperity Index of the Institute for Global Prosperity, the Legatum Prosperity Index, the Social Progress Index and the Reframing Welfare Index. The systematic review showed that the main strategic goals and focus of such “Beyond GDP” welfare indicators in the future, when aiming at evaluating life quality and sustainability, should be:

• involvement of both objective and subjective well being indicators,

• assessing context specificity by analyzing both within and across countries inequalities and prosperity distribution

• assessment of the opportunities and capabilities people have to improve their lives,

• identification of environmental sustainability indicators reflecting proximity to dangerous levels of ecological damage.

"ARCHIMEDES" is a project funded by the Active Citizens Fund program, as part of the EEA Grants

The main goal of the project is to design and develop an innovative interactive digital tool that allows for impact assessment and evaluation of small scale projects, actions and investments

The aim was to develop a methodological tool in the form of an online platform that will allow NGOs, governments, and donors to evaluate the social impact of actions and funding in Greece

The tool was developed by building a comprehensive database of social welfare in Greece with a focus on context specific priorities through regional analysis

The tool was pilot tested on the field in ten projects that were implemented by Ministries, local governments, NGOs, or companies that finance corporate social responsibility actions

PROJECT: ARCHIMEDES INTELLECTUAL OUTPUTS

The tool for measuring social impact was based on theories of economic and social welfare (welfare economics) The digital evaluation tool uses Structural Equation Modelling and micro level data to combine the SROI (Social Return on Investment) methodology with the impact on Sustainable Development Goals (SDGs) and present at least 220 evaluation criteria for evaluation, resulting in the assessment of social net present value and social internal percentage of the performance of projects, actions and investments.

SO LITTLE ;

HELEN KELLER

SOCIAL INCLUSION

CREATING SOCIAL INCLUSION BRIDGES AMONG MULTICULTURAL YOUTH COMMUNITIES

AN ARTICLE BY INSTITUTE OF EUROPEAN CERTIFICATION OF PERSONNEL WWW.YOUTH CONNECTION.EU

ICEP - INSTITUTE OF EUROPEAN CERTIFICATION OF PERSONNEL

Our mission is to certify verifiable formal and non formal competences of professionals and individuals, through a set of standardised requirements, procedures, and quality assurance measures, in accordance with International Standards In European Projects, the Protocol for Certification of Competencies can be used as a guide to validate and certify the competences of any participant adopting the innovative learning approach and training tools developed by the project

Since 2019, Icep (Institute of European Certification of Personnel) has been involved in the “Youth Connections” Erasmus+ project alongside partner organisations from five European countries. This project aims to create strong links among young refugees, asylum seekers, immigrants, and European Youth through creative work and cultural activities, in order to tackle discrimination and foster social inclusion, encouraging young multicultural communities to become actors of change through local initiatives planned at European level.

One of the outputs of the project includes a social inclusion programme aimed at engaging multicultural youth teams in creative youth work through social events such as cultural evenings (music, dancing, art), language exchange, refugee life experience sharing, sports together, and so on.

Unfortunately, due to the Covid 19 restrictions at that time, all the events organised by Icep had to be held online. The most attractive activities were chosen by the target groups themselves through an online survey aimed at identifying migrants’ current interests and needs: language exchanges and travel experience exchange events turned out to be the highest scoring preferences

During the language exchange, after being divided into pairs, participants shared their experiences on the exact language of interest of the other participant English in most cases. Participants shared their resources and methodologies for language learning and told some funny stories about inconveniences due to language struggles

SOCIAL INCLUSION

They encouraged each other to speak at any time and to feel free to express themselves despite fear of errors, and shared their opinions on multiculturality, including language differences and similarities in each country.

In better times, the travel event could have been a trip gathering young migrants and locals together. Instead, it became an online travel exchange among young migrants, keen on planning their next trip as soon as possible. The participants introduced themselves and told stories about their countries of origin and the places they had visited over the last 5 years They shared advice on travel options, places to visit, local cultures, and cultural differences.

“Multicultural is beautiful” A social media campaign launched by Youth Connections aimed to educate on multiculturalism and its value. It included: video messages from all over Europe about the beauty of multiculturalism; recommended movies, documentaries, and TV series to overcome cultural barriers; suggestions of multicultural local events in partner countries; quizzes for finding out amazing facts from global cultures and assessing your level of multiculturalism.

In addition, the project carried out a survey for better understanding of the needs of foreigners living in partner countries and discovering the best activities to promote social inclusion; it also analysed the data available on multiculturalism and found out that Europe is getting increasingly more multicultural. Based on these initiatives, during the final stages of the project, Icep is going to lead the partnership in creating a Protocol of Certification of Competence: a final output aiming to certify the competences gained during the project that participants can transfer into their life in multicultural environments.

PROJECT: YOUTH CONNECTIONS

Youth Connections is a project co funded by the European Community which aims at creating strong links between young refugees, asylum seekers and immigrants, and EU Youth through creative work and cultural activities aimed at fostering social inclusion An EU Youth Report stated that young people should be able to grow up in inclusive and pluralistic communities, based on EU democratic values, the rule of law and fundamental rights Education, youth participation, interfaith and intercultural dialogue have a key role to play in preventing radicalisation by promoting common European values, fostering social inclusion, enhancing mutual understanding and tolerance (EU Commission, 2015). These are the values that Youth Connections will pursue.

INTELLECTUAL OUTPUTS

A social inclusion programme, involving multicultural young teams in creative quality youth work including social events such as: cultural evenings (music, dancing, art), language exchanges, refugee life experience sharing, sports together and so on

NOVA: GIVING SUPPORT TO THE CREATIVE SECTOR

AN ARTICLE BY SOCIAL INNOVATION FUND WWW NOVA LPF LT

SIF - SOCIAL INNOVATION FUND

Social Innovation Fund (SIF), Lithuania is a non governmental organisation, established in 1994 to assist adults, especially women to make positive changes in their lives through the provision of educational opportunities, social support, information, and advice. Social Innovation Fund has gained recognition on a national level for its effective work in such spheres as social inclusion, democracy building, women’s human rights, gender equality, and diversity. Since the date of its establishment, SIF works with socially excluded adults and continuously offers them training on the development of soft skills and basic competences helping them to overcome personal isolation and thus enhancing their employment opportunities as well as fostering their successful integration into society. We are experienced in creating OER’s, developing materials for reverse training as well for flipped and inclusive learning

However, the CCS are among the most severely impacted at this time. According to Eurostat, the COVID 19 crisis may affect about 7 3 million cultural and creative jobs across the EU Despite the difficulties, CC sectors have shown tremendous solidarity amidst the crisis offering their works for free online, easing feelings of isolation and contributing to the mental and emotional health and well being of people in these challenging times. The crisis is testing the EU’s citizens capacity to think and act in unconventional and innovative ways to respond to these unprecedented circumstances.

With this aim of supporting the cultural and creative sector the 2 year Erasmus+ NOVA Flipped studio “Successful Innovator” was born. Six partners from Lithuania (SIF & BKC), Cyprus (CSI), Bulgaria (K&C), Romania (CPIP) and Italy (CESIE) will work in collaboration over the next 2 years to achieve the NOVA project’s objectives:

Before the COVID 19 Pandemic the cultural and creative sectors (CCS) represented around 3.5% of all products and services made in the EU, and employed 3% of the European workforce

to set up and provide access for upskilling pathways in the format of flipped studio “Successful Innovator” which sets out to enhance learners’ skills development and competences that reinforce creativity and innovation in CCS; to equip adult learners with the set of innovative solutions in CCS during COVID 19 to unveil opportunities that can be sought in a critical context and contribute to the resilience of the cultural and creative sectors; to develop an assessment tool to track the progress of adult learners to become successful innovators in CCS; to support adult educators in effectively running the flipped studio “Successful Innovator”

The components of the cultural and creative sector in which the NOVA project will focus on are: Music, Performing Arts, Visual Arts, Audio visual Arts, Games and Multi media, Design and Fashion, and Artistic crafts

In order to achieve the objectives, the project’s first steps are to develop a set of innovation solutions in CCS during COVID 19 This consists of 20 good practices based on storytelling and an e directory selected by partners of the best innovation solutions in Europe which are presented as micro learning modules

Through its innovative products, NOVA aims to address adult learners willing to develop their sense of innovation in order to get employed, become self employed or volunteers in the CCS and to adult educators who could successfully run the flipped studio “Successful Innovator”

PROJECT: NOVA

The NOVA project aims to answer the need to stimulate European awareness of innovative solutions undertaken during the COVID 19 in CCS as well as to empower and train people to be successful innovators in this field.

INTELLECTUAL OUTPUTS

Intellectual outputs of the project are:

A training programme “Successful Innovator” in the flipped studio organised in modern educational environments, adapted to the pandemic situation and using 4 NOOCs (Nano Open Online Courses) for self learning;

A self assessment test with at least 50 closed questions and visual learner’s presentation “What does innovation in CCS means to me?”;

E Toolkit for Adult educators “Modern flipped studio ‘Successful Innovator” to support facilitators to run flipped studios effectively .

ART OF ARTS ENTREPRENEURSHIP

AN ARTICLE BY EUROPEAN INNOVATION CENTRE WWW EINC LT

EUROPEAN INNOVATION CENTRE

The European Innovation Centre from Lithuania has many years of experience in developing training programs and organizing various training events: seminars, workshops, study visits, conferences, and other educational and dissemination activities at national and international levels Since it was established with a group of people with ICT backgrounds, the EInC pays a lot of attention to implement e learning and reversed training methodology within its activities, based on innovative ICT tools and Open Educational Recourses Recently, EInC has started to implement within its training programs the innovative educational applications for mobile devices (APPs) for different target groups inlcuding pupils and low skilled adults. EInC aims to implement the digital educational culture using innovative pedagogy, comprising of ICT, e learning, mobile learning, blended learning The trainings include tailored training materials containing OERs on key competences and soft skills

projects across many disciplines From that need, our CreatiTopics sign up Talent Factory project was born, a science based approach to project results development Business and aesthetic skill sets are required to make a living as an artist Even some creative entrepreneurs stated that they still lack the business skills that arts entrepreneurship education can provide What are the competencies which an artist needs to succeed in the business world?

The European Union has funded a project called the Creative Talent Factory. For too long, the creative sector has been stifled and left to fade Content creators, entrepreneurs, teachers have all had their creativity constrained by a lack of education or skills that would help them succeed in this new digital world. The EU responded with "Creative Europe," which allows potential growth and enables artists to fund their

The Creative Talent Factory project team has been asking ourselves all sorts of similar questions throughout the process of creating inspiring educational content how do you make something that is interesting enough while still being informative and accurate? The answer is not always simple because there are many ways to teach an engaging topic, but some things matter more than others The world of art is both competitive and creative This makes it challenging to find the perfect balance between preserving one's artistic soul while still striving in a highly competitive environment That is why we decided to use a science based approach to find out what skills artpreneurs need to endure in the highly competitive world With the help of external experts who are entrepreneurs for their whole life, we developed the Competence and Skills Matrix. It is a scientifically proven method to measure someone's skills against their workplace requirements

The matrix contains two axes: one that indicates the level of competence in each skill and another that indicates the level of need for those skills at work. Based on the artpreneur's needs, reasons for success and failure, as well as current trends in this digital world, we found the following essential competences for artpreneurs:

Entrepreneurship, Digital Competences, Understanding of main components of the creative business, Implementing effective marketing strategies for creative business

Applying sales and business negotiation techniques for creative business

This knowledge will enable the partnership to create educational content which will be more than “just one of the new entrepreneurship courses ” Content can now be very helpful, relevant in the new digital environment, and have the marketing and business skills that 'artpreneurs' need On the final e Learning portal, every artist can learn the basics of entrepreneurship, steps for developing a successful creative business, understand clients and effective communication using digital means, how to connect their artistic style with the needed digital marketing, how to provide value for the customer and finally sell their products or services to both survive and ultimately, do what they love

PROJECT:

CREATIVE TALENT FACTORY

(CTF)

The Project Creative Talent Factory (CTF) bridges this gap by offering completely free of charge educational material to all artists that wish to launch their own business and thrive in the world of art entrepreneurship

This is achieved by 3 tools that work in unison in order to equip every artist, regardless of sector, with the most necessary skills and competences that are required by the art industry of today.

INTELLECTUAL OUTPUTS

Motivation Guide.

Short interactive readings, success stories, case studies, interviews of those who made it, useful links and many more wait to be discovered and offer you the necessary boost during your start

Self Assessment Tool with Digital Badge “Creative Entrepreneur”.

A quiz that calculates your exact level of entrepreneurial skills at each given moment E Training Programme

An online self learning course that is divided into thematic units which focus on the most crucial aspects of doing business in art Learners can fully adapt the attendance of the course to their schedule , while the content comes in bite size format thus offering easier and faster comprehension The material is easy to navigate and reference back to specific content.

E Toolkit for Adult Educators. A set of on line methodical materials that guides trainers through effectively using the Creative Talent Factory tools in a class setting, motivating learners to chase their entrepreneurial aspirations

ARTICLES ON

TRANSFORMATION

RE-WRITE: SUPPORTING CREATIVE INDUSTRY POST-PANDEMIC

AN ARTICLE BY CENTER FOR PROMOTING LIFELONG LEARNING WWW.CPIP.RO

CPIP – THE CENTER FOR PROMOTING LIFELONG LEARNING

The Center for promoting lifelong learning CPIP is a non governmental, non profit institution active in the educational and social field. Our vision is a European one Education overcomes the borders of scholarly age and training is a lifestyle that goes beyond the walls of a specialized institution. With this in mind, the CPIP team promotes a fundamental concept for our existence as specialists active in European construction: lifelong learning Our mission is to bring forward the concept of lifelong learning and make it accessible to the communities with which we come into contact In this way, we can contribute to the development and implementation of coherent policies in the field of education and professional training starting from data based on practical evidence

Unsurprisingly, the crisis that has severely impacted the livelihoods of many has also left a rather daunting mark on the creation and consumption of culture and art, stigmatising creative professionals further and promoting a rhetoric that encourages them, in rather peculiar ways, to simply “change” careers The sector and its many wonderful creators pushed back, urging cultural consumers to support an industry they benefit from, sometimes without even knowing With consumer behaviours adapting to restrictions and lockdowns, the industry was quickly forced to rely quite strongly on the digitalisation of content, in order to satisfy the growing demand for creative content that can be easily accessed from home.

Despite this change bringing forth a lifeline for the industry itself, the push for more digitalisation within the arts & culture sector has also revealed a major gap and directly influenced the urgency with which digital skill shortages should be addressed

This is how Re Write was born Funded by Erasmus+ and coordinated by NO PLACE PRODUCTIONS, Re Write aims to connect the dots of issues that may seem daunting or difficult to solve. The project proposes the d

COVID19 and its effects on how normal life was once perceived have been a central topic of discussion across the world for almost two years, from small talk with one’s neighbour to policy reform debates and roundtable negotiations Exacerbating existing vulnerabilities and bringing forth additional challenges and access barriers, the pandemic and the lockdowns that came with it have not only influenced the instability of an already volatile existence but have pushed entire industries into a forceful and rapid restructuring.

evelopment of non formal learning resources that support adult learners who face unemployment as a direct or indirect result of COVID19 and increasing marginalisation, in their efforts to acquire skills and competencies needed in the European creative and digital arts world.

Focusing on creating, writing & recording audio plays through a European co development approach, Re Write proposes the active engagement of arts & culture employers, educators and (future) entrepreneurs, in order to successfully identify the needs of a changing and demanding market, support the development of both specific and transversal competencies, and encourage the inclusion within the sector of adults facing marginalisation. The upskilling of learners interested in pursuing a career within the industry will be centred around innovative ways of digitalising content, directly improving the access of vulnerable individuals to a growing audio digital world and assisting the recovery of a sector that is ultimately essential to consumers and creators alike

Throughout its implementation period and beyond, the Re Write efforts, pushed forth by the six partner organisations No Place Productions, Merseyside Expanding Horizons, Centrul Pentru Promovarea Invatarii Permanente, Centro Internazionale per la Promozione dell'Educazione e lo Sviluppo Associazione, Aproximar Cooperativa de Solidariedade social and Asociación la Bien Pagá Espacio Escénico will contribute to European goals of innovating skills development & digital competencies whilst staying true to the shared objective of the consortium to promote social inclusion, equal opportunities and access at national, European and International levels

PROJECT: RE-WRITE

RE WRITE Resources for Education in Writing Radio Plays to Inspire Transition into Creative Employment will contribute to European goals of innovating skills development & digital competencies, tackling social exclusion caused by mass unemployment due to COVID & marginalisation It aims to develop, test, and embed new, innovative non formal learning resources to upskill and nurture the creative talents and competencies of adults who are removed from the labour market, fostering entrepreneurship and employment opportunities within the post COVID creative/digital sectors. Moreover, the developed resources will encourage entrepreneurial thinking & upskilling in use of new media to bring people into contact with employers

INTELLECTUAL OUTPUTS

IO1 A series of podcasts this non formal learning resource will develop specific skills/competencies of the learner which are urgently needed in the European creative/digital sector, specifically in the area of creating, writing, and recording audio plays

IO2 An online learning resource equipping learners with the understanding of employers needs/recruitment processes of arts/culture sector, in order to successfully identify and secure employment opportunities with digital and creative employers

IO3 An online learning resource, upskilling learners in innovative ways of using social media to market their own creative & digital works on a national, EU and international level, to create viable, sustainable self employment, & foster entrepreneurship within the creative/digital sector