Persons with disabilities are entitled to live independently in their communities, to make their own choices and to play an active role in society. Every person deserves sufficient standards of protection for the civil, cultural, economic, political and social rights on the basis of inclusion, equality and non-discrimination. The EU promotes the active inclusion and full participation of disabled people in society, in line with EU Commission's European Disability Strategy 2010-2020, UN Convention on the Rights of Persons with Disabilities (UNCRPD), European Charter of Fundamental Rights, Lisbon Treaty, and forms part of the Europe 2020 Strategy. It is expected that, by 2020, approximately 120 million Europeans will have a disability, but still the EU-level indicators show a clear gap with the rest of the population. Access to labour market remains one of the main challenges for people with disabilities, such as the linked high early school leaving rate for disabled people (around the double compared to persons without disabilities). Support for housing autonomy is largely insufficient, missing a European commonly agreed definition of ‘institutions’ or ‘community based services’, separation from families and local communities is often imposed, and is limited the right to choose and control daily life, including sphere of family, friendship and love, professional career, free time etc.There is also a big gap between the EU countries on approaches and set up and running of services for persons with disabilities and in life quality, contrary to the principle of equal rights for all EU citizens.FULL LIFE contributes to the EU Strategy 2010-2020 goals, especially on PARTICIPATION, EQUALITY, EMPLOYMENT, EDUCATION and TRAINING, SOCIAL PROTECTION promoting deinstitutionalization thanks to 7 short trainings, 2 Transnational Project Meetings, study visits, exchange of good practices, comparison between systems, contexts and services, discussion among professionals, involvement of public representatives and decision makers, both during trainings in each country, a Final Publication including the project results, the dissemination of project outputs and a Recommendation delivered to European decision bodies. It promotes the cooperation among different institutions and professionals working in the inclusion of people with intellectual and/or psychosocial disabilities: government agencies, non-profit organizations, social enterprises, associations, in order to give a “transversal” response to a complex problem, involving professional figures and bodies with different skills and mission.FULL LIFE involves around 200 participants, workers in the project partner organizations: coordinators, managers, educators, support staff, social workers, psychologists, job coaches, work insertion tutors, life coaches and other professional figures involved in the project topic. It promotes the improvement of quality of services and policies for inclusion of disabled people at local and EU level, the professionalism of social workers, raises awareness and increases the sensitivity to the topic, carries out a lobbying action to accelerate and improve the better policies for autonomy and full exercise of rights, and promotes the birth of new initiatives to achieve the objectives of the EU strategy, and also explores and highlights how persons with physical, intellectual disability and with mental health problems experience autonomy, inclusion, participation in their lives across project countries.The project partnership is composed of organizations representing 7 European countries (6 Members states and 1 candidate): Réseau d'Entreprises Sociales (Belgium), Institut de l'entreprise et de l'innovation sociale (France), Galileo Progetti Nonprofit Kft. (Hungary), Socent Network (Ireland), ARCA Cooperativa Sociale (Italy), Associação Nova Aurora na Reabilitação e Reintegração Psicossocial (Portugal), Caritas Šabac Udruženje (Serbia).All these organizations, with different professional profiles and missions, work with the common aim of promoting social inclusion of people with disabilities and building a more inclusive and equal European Union.

"Accoording to studies at European level, the early years are crucial in people's life, as these greatly influence its education, employment and integration prospects, so the high quality ECEC-Early Childhood Education and Care services are essential to improve education outcomes and to give equal opportunities to all children, especially those coming from disadvantaged backgrounds. ECEC services are an important tool to prevent school failure and to promote social inclusion, not only for children but also for their parents; as European researches in this field highlight the importance of creating opportunities that foster social cohesion and promote equal opportunities, in a more and more multicultural European context. In accordance with this European priority, the main goal of the Multicultural Early Childhood Education - MECEC+ project was to carry out a comparative study on Early Childhood Education and Care in the partner countries (Italy, Tuscany - Hungary, Budapest region - Spain, Catalonia), through the analysis of the actual contexts on multicultural ECEC, the existing training paths and the analysis of training needs of ECEC educators, the systems and regulations of reference, the observation of ECEC services and exchange of good practices, with attention to the European good practices. The partners organizations were organizations working in/for ECEC, universities, public and private ECEC services: Galileo Progetti Nonprofit Kft., coordinator – Hungary/ Budapest; ELTE University – Hungary/Budapest; JEB Associated Nurseries of Józsefváros – Hungary/Budapest; Arca Social Cooperative – Italy/Tuscany; University of Florence – Italy/Florence; ENCIS Serveis a les persones – Spain/Catalonia.The realized main activities were study visits in the partner countries in ECEC services, training activity involving experts at international level, direct observation of ECEC services, comparative analysis of the ECEC system, of the contexts and the exisiting training paths of educators in the 3 countries, the collection, analysis, comparing of training needs of ECEC educators.The partners compared the conditions/contexts in the three territories, acquired new competences, shared good practices, innovative methodologies, and analyzed the criticisms, equipped themselves with knowledge and tools to define the emerged common needs, in order to plan the design of a new and international university level training on multicultural ECEC, which can contribute in offering quality ECEC services and support for the integration of children at risk of social exclusion in particular immigrants and Roma, and their families - this curriculum will be developed in the subsequent Erasmus+ KA2 I.ECEC project by the partners.The main results and impact attained: a network of partnerships are created among enterprises/services and universities of the three territories, the increasing knowledge on good practices of other European countries and on innovations, on policies and strategy of EU, the realization of a final publication/intellectual output ""THE INTERCULTURAL NEEDS OF EDUCATORS IN EARLY CHILDHOOD SERVICES"" collecting the produced materials and the results of the need analysis. The results were shared via multiplier events and dissemination activities at local, regional, national and European level. The project responded to the need of the constant improvement of the quality of universities/ECEC services' training offer, thanks to the exchange among professionals, to the knowledge of successful experiences and best practices in other countries in an international dimension, thanks to the training activity and the study visits realized.The longer-term benefits are the establishment of an active and professional collaboration which is going on among universities of different European countries, and among different actors of the sector: universities and enterprises, public bodies and private organizations. The comparison and dialogue among professionals from European countries was made thanks to the transnational projects meetings/study visits, the comparison among actual workers and university students who will be the next generation of educators - the professional curiosity of present and future professionals has increased.The involved persons, participants and partners increased their European vision and network: this proactive attitude towards the enlargement of network multiplies the European dimension, the interest for future cooperation at European level, and bring together partner to design new projects with common objectives to improve further ECEC from an inclusive and intercultural aspect."

The overall objective of the FINE! project was to contribute to achieve the goals of EU food safety policy, Health 2020 Framework, European Food and Nutrition Action Plan 2015–WHO, Childhood Obesity Action Plan 2014, referring also to the UN 17 Sustainable Development Goals (SDGs) of the 2030 Agenda for Sustainable Development. Good nutrition is a focal point for the growth of children, especially in the 0/3 age range, is a key to sustainable development (Goal 2/2015 SDGs) and to an active and healthy life. Food and nutrition are important from many points of view: -Health and prevention of diseases and obesity, connected with the costs reduction of medical expenses and reducing health inequities, -Proper physical and mental development, -Reducing Food Waste and Recycling: million tons of food are wasted annually in EU, in school canteens, 20 to 50% of the prepared food is waste: preschools could rethink their canteen and recycle the leftovers models, -Lunch time is a social, relational activity and an intercultural vehicle, showing the diversity as an enriching value, with a positive impact on children. FINE! Project provided training on nutrition and food to preschools staff, who has a great responsibility in ensuring that children understand the importance of good nutrition; providing healthy food choices and correct portion sizes; in nutrition and healthy lifestyle education of parents and families, including related issues with specific focus on lower socio-economic groups.The direct beneficiaries are preschools (for children aged 0/6) and their staff including managers, coordinators, educators, teachers, kitchen staff, support staff, involved in create a healthy school environment that promotes healthy eating and physical activity. The indirect beneficiaries are children, parents and families.The FINE! project: - stimulated awareness, knowledge, skills of participants on the main issues of nutrition and health of children, social-relational aspects of food in childhood, role of preschools in children's development and their successful life; - motivated to the respect for the environment; - motivated preschools managers to implement strategies for the modernization and improvement of canteen system, food education, food waste prevention and recycling; - builded up a dialogue on healthy nutrition in early childhood education among organizations, decision-making bodies, beneficiaries including families; - increased the European dimension of partners and participants, including foreign language learning.The project methodology focused on mutual learning and exchange of good practices between partners, thanks to 5 Short-term Training Activities, one in each partner country (Hungary, Italy, Portugal, Bulgaria and Croatia) and 2 Transnational project meetings, beyond research and self-learning.Each training included study visits in nurseries and kindergarten; observation; presentation and comparison of national canteen models, diets, national and local policies for food education and nutrition, obesity prevention; nutritional support strategies for vulnerable children; prevention of food waste and recycling rules and strategies; exchange of best practices; professional meetings and seminars; workshops; professional discussion between professionals. More than 110 people participated directly in the Training Activities, in their countries or abroad. Project outcomes are relevant:- the Publication FINE! Food and Nutrition in the Early Childhood Education and Care, including articles revealing various aspects of food on the topics: health, prevention of obesity and diseases; nutritional principles and biology elements; the importance of nutrition in childhood development; eating and feeding difficulties in children; food allergies and intolerance to food; food as a tool for inclusion and intercultural integration;nutrition and social inclusion of children in ECEC; regulations regarding food and food for ECEC; environmental impact of food, recycle and return of food leftover, prevention of food waste and leftovers.- the RECIPE BOOK, a collection of the best healthy, balanced, tasty and appetizing recipes for children from the partner countries.The project outcomes are available online for free in English, Bulgarian, Croatian, Hungarian, Italian, and Portuguese.Here the link for the English version: https://galileoprogetti.hu/language/en/category/our-publications/Fine! project impact: - on participants, the growth of knowledge on children's nutrition, increased EU dimension, motivation, open mind; - on participant organizations, the improvement of companies' strategies for the management of their canteens, improvement of quality of early childhood services;- on the target group (children and families): a healthier and quality preschool, knowledge of families on children's nutritional needs, healthy recipes that they can cook at home;- at territorial level: increased knowledge on the topic, strengthened network among partner organizations, stakeholders and public decision-making bodies.

"In the field of youth work, the role of the Coach, a figure that stimulates and follows the work and the goals of young people step by step, has long been of great importance.It is a highly qualified consultant, specialized in ""existential training"" and can provide tools and methodologies to focus on and implement projects of any kind, from personal development to sports, to working life.The Coach is also and above all a trainer and facilitator able to stimulate, in their interlocutors, all the motivations for achieving the goals; To identify the best solutions in the shortest time; To identify the talents and needs of the other.Various educational, training and youth organizations, in collaboration with public sector bodies, civil society organizations and civil society organizations in different EU countries, have supported an Erasmus + strategic partnership aimed at strengthening the professional development of Coaches, Through the development and experimentation of a new European competence standard established by the ECEV MoE and a common transnational curriculum implemented through joint training events and mobility.The project aimed at:- Analyze the professional field of young people in the participating countries, the results of the skills studies required for coaching in youth initiatives, as well as the experiences and good practices already implemented for their development, as well as the design of common standards of competence using 'EQF approach to ensure transparency and recognition of learning outcomes by applying the ECVET process;- Capitalize and implement these results and apply the EQF system to define the design of a common European standard of competence;- To formulate, through a Memorandum of Understanding ECVET (MoU ECVET ""Coach in Youth Initiatives""), the common European standard for the creation of correspondence for the evaluation and transfer of the learning outcomes achieved in the project;- Design a common European curriculum (training standard) corresponding to the competence standard established by Mo ECVET;- Designing, organizing and implementing a coherent joint transnational learning program (in particular through joint training and mobility events) tested in the project to enable Coaches of Youth Initiatives and other interested people in the participating countries to recognize the results of ' Learning based on the standard skills set up by the MoU ECVET.The aim is that these activities promote mobility and the ability to become professional in the field of youth work, contributing to the emergence of a generally accepted standard of skills and training standards and promoting the implementation of the skills of people involved in the work 'Coaching activities of youth initiatives (and indirectly improving the quality of learning processes experienced by young people engaged in youth initiatives). In addition, the aim sought is to expand the number of public and private administrators and users Finalists involved during and after the project, through specific dissemination and enhancement actions, including at European level."

<< Objectives >>STEPS objectives are:- Promote the social and scholar inclusion of roma and refugees children and adolescents, through the capacity building of teachers, educators, social workers and other professionals and organizations working in this field. - Promote the production of knowledge and of innovative practices in the field of intercultural and inclusive education, and reducing of early school leaving of roma and refugees children and adolescents. - Promote the exchange of good practices<< Implementation >>Learning teaching activities will take place in each of the 3 partner countries, for good practices exchange. The handbook for professionals, will emerge from this LTA’s and will describing innovative intervention in the field. The training tools for professionals development is one of the most important actions. in the project we intend to create a set of training tools in e-learning format, interactive and based on multimedia supports and materials.<< Results >>As results and future impacts of the project during its realization and after its completion, we highlight:- Increased participation of roma and refugees children and adolescents in formal education- Promotion of social inclusion of the target groups- Contribution to the creation of instruments and mechanisms to promote intercultural education and European common values - Capacity building of participants through the dissemination of the best intervention models and good practices exchange.