This project is motivated by the training seminar on emotional education that we carried out in the month of November 2015, between Hungary, Italy, Germany and Bulgaria.The main objective of this project has been: to introduce emotional competence within the youth pass. The youth pass is a process, a tool for people who are part of the different projects funded by Erasmus + to document and recognize the results of their learning process. In this process eight key competences are recognized, which reflect very well many of the lessons learned during this process, but lack an essential, emotional competence.We believe in the importance of emotional education, since it promotes well-being, happiness, helps to be better people, to be better with themselves and with the people around them, because today we have content within our reach, at any time, anywhere ... but education is not putting certain content within reach, but accompanying them in a process, helping them in their personal growth.This need has been exposed in our association since it is necessary to respond to the emotional part of children and young people. The educators who carry out thes activities in the neighborhood, are committed people who work from the neighborhood and for the neighborhood. These activities are a tool to accompany them in non-formal education. Because emotional competence has historically not been valued, we have not dedicated enough time to this important aspect for the integral development of our young people, and therefore we see the need to pay special attention to emotional education within the non-formal education and not only in our organization, but in all those with which we work.With this project we have taken advantage of the different potentials of each association and we have shared different methodologies, creating an innovative methodological area among all of them to be able to work on this competence in non-formal education.The objectives of the project have been:General purpose:• Introduce emotional competence within the youth pass.Specific objectives:• Connect and promote networking with different European associations.• Reflect on the need to introduce emotional intelligence in non-formal education.• Train youth workers, youth leaders and multipliers on emotional education• Share methodologies to work emotional education with children and young people• Create an innovative methodological area to work on emotional education in non-formal education.• Share methodologies and knowledge with all of them• Introduce emotional education in the daily activities of our associations• Document the learning and personal evolution of emotional competence once emotional education is introduced in our organizations.• Share the experiences lived by the young people during the introduction of this competence in the activities.• Carry out a multiplier event where they explain the benefits of emotional education within non-formal education.• Motivate the commission to introduce emotional competence in the youth pass• Create a webblog where all organizations can share and are up to date on the progress of the project.• Create a support in which the entire project is collected to serve as a guide for other associations.• Ensure scientific support to endorse the process.This project has benefited, on the one hand, the organizations participating in the project, the yotuh workers and youth leaders who have been trained in emotional education and in the different methodologies that can be used to implement it in activities with children. and young people; and third, young people between 13 and 30 years old.The project has been divided into five main activities: a transnational meeting in which the curriculum that was implemented in each of the associations was worked on; a seminar in which three youth leaders from each organization were trained on the different methodologies used by each of the member associations: theater, mindfulness, positive psychology and neuroscience. Once trained, in each country the corresponding implementation was carried out and ended with a meeting to share the results of the implementation of each country. The last event was invited to representatives of national agencies to share the results of the project and convey the need to incorporate emotional competence in the youth pass.The results of this project have been very beneficial since it has allowed to fulfill most of the objectives

"<< Background >>The digital divide exists, and people with disabilities are some of the worst affected and left behind without digital accessibility knowledge. This was confirmed in the European Parliamentary Research Service report titled ""Bridging the Digital Divide in Europe"" that stated, ""one in three persons with disabilities had never used the internet"". This project proposal aims to build on a pilot programme running at atempo in Graz for several years. atempo, they have been training young learners with disabilities to become school assistants for digital education and supporting them to work in elementary schools across Graz. This is a very innovative idea and one that is not replicated anywhere across the Eurozone.The project partners and associated schools all agree that the proposal provides real solutions to tackle two significant challenges they face. The first is the ""Education and Training"" need identified within the school community to support digital accessibility and inclusion among pupils and the school community. This project also provides innovative education and training opportunities for people with disabilities enabling them to share digital accessibility knowledge with students. The second challenge is the lack of employment opportunities for people with disabilities. This project provides new roles that were not previously available in the education sector. Inclusion is the driver of this proposal, with all project elements co-designed with people with learning disabilities.<< Objectives >>The SAID project aims to train people with disabilities to become School Assistants for Digital Education within the school system. This project aims to show that all people are experts in certain areas and that in a community, all people can learn from each other and with each other on an equal level.Vocational inclusion is directly lived here through the collaboration with people with learning difficulties, who will be actively involved in the project and who will act as school assistants for digital education. This provides:A new innovative curriculum to produce School Assistants for Digital Education within vocational education and training.New employment opportunities for people with disabilities.A more inclusive society.People with learning difficulties will work directly in schools as experts and key personnel supporting digital accessibility in education. This makes a significant contribution in the area of professional digital transformation as they bring in new skills, accessible digital tools and a new professional attitude. Forming a curriculum and corresponding training provided for this professional field will be a vital objective of this project. The added value of having the active school assistants from Austria involved as consultants and co-designers will endorse the value of inclusion and support the project's success.<< Implementation >>The project activities undertaken by the consortium will all lead to the successful execution of four project results. The initial efforts make up the Analysis Phase and will be led by Uni Graz with input from all partners. The team will gather the experiences from the assistants who have worked in schools and look at the support that atempo provided to establish and sustain the initiative. They will analyse the challenges and qualities of the school assistance program. Uni Graz will also explore the appetite in the partner countries and expose any barriers to success. These activities will provide vital information needed to support the other project results. The second set of activities are overseen by atempo, with each project partner designing and developing one of the modules producing the curriculum for the professional field “School Assistants for Digital Education. The first phase will heavily influence the development of the four concrete modules. The developed learning modules will run over 80 hours exploring general didactic principles, competencies to achieve with the training, and the job description will be defined. The already experienced school assistants (2-4 Peer Experts) act as consultants and test groups during the project and provide a sounding board. The board meets for training to prepare the experts for their tasks in the project. And during the development phase of the curricula, they will meet together at least five times to review the developing phase and to test the materials.Trycamp will lead the activities during the third result phase by creating the SAID methodological guidebook for pedagogical staff, which will be used as the basis for the local training of teachers. The activities of the third phase will be informed from the results of phase 1, the evaluation phase. This will be followed by the design and development of the guidebook on the curriculum and four modules. Other activities embedded in this phase will include the practical testing of the methodological guidebook and the adaptation & translation of the guidebook for partner organisations. The activities will include 2-3 teachers from 2-4 partner schools = 4-12Teachers and 4-6 PwLD to the deployment as school assistants of digital education in primary schools (SAID Methodology) within six months.The final set of activities directly linked to the project results will be the compilation of the Handbook for Schools. These activities will be led by SJOG and support the innovative roadmap to support the sustainability of the professional field of school assistance for digital education. The project consortium will share the instruments that enable this support role to become anchored in the education system. It will share the opportunities for higher inclusion standards and how the school Assistants for digital education can become an integral part of the school community, along with alternative recommendations for transfer to different contexts and managing expectations.Other vital activities engaged by the consortium include communication management, both internal with the partners and associated partners and the meaningful dissemination of the project updates with the broader community. Each partner will also take on the project management activities, e.g. timesheet and budget, and ensure the project governance is adhered to at each stage of the project. The final products developed will be presented to a wider audience at SAID conferences (Multiplier Event2). During the project, we will disseminate news and information about the curriculum and its content, the project itself, the partners’ work and other topics on the website and in newsletters (available in any language used by the partners). Other outputs of the project management and documents: e.g. partnership agreement, financial guidelines, templates for reporting, communication plan, dissemination plan, Project Delivery Plan, an interim and final report.<< Results >>The main outcome of the SAID project will be a new professional field of ""school assistants for digital education"" filled by people with disabilities and learning difficulties (PwLD) for children with disabilities and learning difficulties. Leading to more opportunities for PwLD in everyday work. The project will kick off with analysis, and the reports and papers (project result one) produced will help inform the rest of the three other project results. The second project result will be the creation of a formal training curriculum for school assistants for Digital education, including corresponding manuals and teaching and learning materials. The content of the curriculum is divided into four content modules (media competence, basic digital skills, toolbox, social and communication skills) and a general part with the didactic and methodic. The curricula and their content will be available in all partner languages.In a test phase, in which the developed curriculum is tested within the partnership in the context of a learning-teaching-training activity (LTTA -Train the Trainer), the project result three, a training concept with the SAID Methodological guidebook for pedagogical staff to support people with disabilities is created. As part of this training (Train the Trainer), a training team is formed in each partner organization to train PwLD and teachers from partner schools on-site afterwards.During and following on from the implementation phase, the fourth project result will be produced in the form of a Handbook for Schools. The handbook will provide vital recommendations and implantation guidelines for Schools on using and implementing digital school assistants and support for VET Providers. Other significant results include the local Multiplier events that will facilitate the partners to share the developed curriculum and project results with other PwLD and teachers. After completing the project, a new concept and a curriculum for the professional field ""school assistant for digital education"" will be available, and training for School assistants can be offered Europe-wide. Each partner can and will offer the VET training in their organization after the project duration, regardless of the partnership.The SAID project leads to a change in societal attitudes and a better integration of people with disabilities into the world of work, and a change in the quality of life of those involved."

What we want to buildThere is a strong need for a comprehensive E-Portfolio for people with disabilities to present themselves at the labour market in a better way. It comes with an intelligent Learning Management System (LMS), that will able them to alter their E-Portfolio at all time, everywhere and in the way they want it.To use that E-Portfolio effectively, we will build a platform, especially for hiring employers and people with disabilities, to find each other.Of course, there will be an extensive manual and a special training course to use it properly.ContextMany people with a disability still have no, or strongly reduced, entrance to the open labour market. It doesn’t seem to be the unwillingness of organizations, but rather their ignorance of the possibilities and the incapability of the people to present themselves in a proper way.One of the most important reasons why people with a disability fail to find a suitable job, is that they don’t know how to present themselves to be eligible for the jobs (that even sometimes are especially created for this target group).What we wantWouldn’t it be wonderful when:- people with disabilities would have the same confidence in finding jobs as people who do not have that extra handicap?- jobseekers with disabilities and employers would find each other as easy as it happens at the ‘normal’ labour market?- employers would have the real picture of people with disabilities, as people who can contribute as well as people without the extra handicap?We work togetherThere are six partners spread over Europe, with the same dream to enhance the position of people with disabilities at the common labour market.PHH Academie and ISAS from The Netherlands, EASPD from Belgium, Atempo from Austria, BCLL from Bulgaria and Viva Onlus from Italia. A strong team with all the competencies we need in this project. And if we need extra hands or brains, we have an extensive network.The Intellectual Output of SEE 2020We will build what is needed:1.An E-Portfolio framework which consists of two parts:a.Personal profile model: this includes all relevant information of the person with a disability;b.Several scripts for recording all relevant information needed to prove skills and competences for different types of disabilities. This makes the E-portfolio way more extensive than a regular CV.2.Based on the output of 1a (dynamic interactive E-portfolio) a tool (manual) will be developed for organizations that are involved in supporting people with disabilities to enter the open labour market.3.A training module for the use of the E-portfolio for professionals working in the area of supporting people with disabilities. The training module will be made available through real life teaching program and as an E-learning program.4.A Learning Management System (LMS). The digital combination of Supported Employment and the E-portfolio framework, makes it possible that all relevant new information (e.g. their latest acquired skills and competences) can be added everywhere and at all time by the people themselves and/or their jobcoaches. This makes the individual E-portfolio constantly up to date. This is of great importance since people in these positions often keep learning and improving themselves.5.A platform for jobseekers and employers, where they can find each other. Employers can upload their vacancies and jobseekers with a disability, can apply for the vacancies that they are qualified for, with their E-Portfolio. The platform forces the employers to put the vacancies in a way that every jobseeker can immediately check if that position is possible for him/her. The platform is only available for jobseekers with a disability! The platform will be web-based and accessible with an app.The way we workWorking with many partners asks for a strict way of working. We will establish a Management Board Committee with all partners. Every partner will be responsible for one of the IO’s and will appoint a Product Manager, who will meet digitally every month at the ‘Monthly Monday Morning Meeting’. Every Quarter they all will send in their progress reports and every six month there will be a Trans-national meeting in one of the countries of the partners. At these meetings our Associated partners are also welcome.What we want to achieveWe dream of a world where people with disabilities have the same chances and possibilities as people without them. The E-Portfolio will definitely help them in this dream, as will the ‘recruiters’ Platform. It is especially made for them to meet hiring employers.In the long runWe hope and expect that this system will enhance the position of people with disabilities at the common labour market. It will improve the self-esteem of people with disabilities to enter the labour market and it will open the eyes of employers to see a whole new group of skilled workers. And that will happen all over Europe because we will promote it actively.

"„Inclusion” nowadays has become a term which is used by many people. It is also one of the priorities of European Union. But the term has become “a fashionable concept used to describe several responses to social realities such as marginalization, poverty, ghettoization etc., but this word can be misleading and to satisfy a certain politically correct vision of society and reinforce prejudices”. There are around different definitions about inclusion, from where many of them are also used in youth work and in defining aims and objectives of projects under Erasmus+, without putting much thought in the concept of inclusion. But inclusion should not be an option, but a must in youth work. Together with our colleagues, we have been discussing the inclusion model of European Commission and how youth workers or youth leaders are practicing “inclusion in reality” and have come to conclusion, that from one side there is luck of understanding what “inclusion” (for us those questions have raised: include from where, into what and including whom?) means and also youth workers luck of practical skills and support, how to implement the concept into reality to make their work more inclusive. Youth workers, youth leaders, project managers nowadays are playing big role in bringing different groups of young people together. Unfortunately they don’t have experiences and knowledge and sometimes also support, what steps to take to make their activities more inclusive and open and open them for different groups of society, where young people can learn and live together shoulder by shoulder without “pointing out” that “that one is young person with fewer opportunities”. And “doing inclusion without talking about it” must become a standard in future. Partnership building activity ""All In"" will involved 8 partner organizations from Austria, Spain, Italy, Bulgaria, Belgium, Scotland and Slovenia with aim to to develop and test training module and support material for youth workers, youth leaders, project coordinators and other people involved in youth work, how to make their work with young people inclusive (inclusive to ALL approach) in this way fostering quality improvements in youth work. SPECIFIC GOALS: - developed and tested training module about inclusive approach to ALL in youth work; - developed and tested support material for the training module; - trained trainers who will be able to carry out trainings based on training module on local/regional/national or European level; - work through different channels to make the created products sustainable also after the end of the project. TARGET GROUPS: in short and long term - youth workers, youth leaders, project managers, trainers, other people involved in youth work (in participating organizations and countries). With our products we want to achieve that it becomes a certain standard in future education of people involved in youth work. Indirect target groups: young people who will benefit from the more inclusive and qualitative youth work afterwards and a part from Inclusion and Diversity strategy in youth field will be achieved (""Unity in diversity""). The Strategic Partnership will lasted 26 months and will included these fallowing activities & results: 1) Development of training module for youth workers, youth leaders, trainers, project managers and others involved in youth work about how to make their work inclusive with young people (training module is seen here as innovation, because will be created in the way that it can reach different target groups within youth field. Module consists of several blocks and people can choose to attend what is necessary for them. We believe that youth worker can have different needs towards inclusive youth work, than a project coordinator.).Training module has been tested in participating organizations realities and on international level as a integral part; 2) Development of support material, which will include practical examples of inclusive youth work, activities, etc.; 3) Training of 16 trainers on international level, who carried out trainings to local youth workers & other people involved in youth work; 4) 1 day Interactive Forums in every partner organization to promote the results of the products. 5) creating Project home page, which allows to use the created materials also for people and organizations outside the Strategic Partnership. The project itself and the carried out activities will fallowed the principles of non formal education, met the accessibility standards that allowed participation of disabled people in all activities as much as possible. The Project results are stainability tended as the usage of the developed products will really start when the Project is over. The results will be used not only by organizations involved in this Partnership, but will be promoted to other organizations/institutions around Europe as well."