"Project ""The role of a men in gender equal Europe/BeAMan"" was implemented in cooperation with following countries: Serbia, FYRO Macedonia, Kosovo (under resolution 1244), Albania, Portugal, Austria, Germany and Belgium. Aim of the project was to raise the awareness of youth, professional and general public in 8 involved and other European countries about the importance of the role of boys and young men in gender equality and gender based violence prevention in Europe. Project tends to raise the visibility of gender equality and gender based violence as important issues for European society, promote positive practices and mechanisms with positive impact on European level. As well to develop and create new approaches in working with young people. Objectives of the project: 1. Build the capacities of 26 youth workers from 8 European countries to educate and actively contribute to gender equality and gender based violence prevention trough non formal education and peer exchange. 2. Build the capacities of 26 youth workers and artists from 8 different European countries in the field of using theatre as a tool in working with young people3. Educate and empower 540 young people (100 per country) in 7 European countries to have attitudes and demonstrate behavior that contributes to gender equality and discourages gender based violence. 4. Create an international network of 26 youth workers, representatives of relevant organizations and institutions engaged in creation of gender equal and violence free Europe. To achieve results under project consortium organized one two training for youth workers where they had opportunity to gain skills and knowledge in working with young man and on how to use theatre as a tool in working under gender topic. Plus participants organize different workshops and practice learnt skills and knowledge. During the project was organized big international Conference with the speakers and participants from 23 countries in the world. Project results with the new group of trainers and resources, including the manua/guide, that can be used in work with young men in Europe. Manual is translated into German, Portuguese, Macedonian, Serbian and adopted to wider audience. This project contributed in learning, cooperation and exchange among youth workers and relevant institutions/organizations in involved countries as well open space for future projects ideas."

The project C2C results from the observation by several organizations working in the social inclusion of young people of a reality which is problematic and that has not been easy to change: the increase in violence among young people and children, a phenomenon that takes even greater proportions in schools since it is there that gathers lots of young people and, on the other hand, they are in contingency to interact with others who do not identify with themselves. This problem has consequences for the well-being and health of young people but also in their school results and the very quality of education. The answer may arise joining two factors that we believe are essential in order that the success is assured: 1) through non-formal education and, even more, through active methodologies because it is well known that young people (and not only them) assimilate better knowledge through methodologies that involve learning by doing; 2) through peer education because the group can play a very important role in personal, social and psychological issues. But peer education is not without weaknesses. One is the lack of knowledge of the subject by the educators with the depth and the desired orientation. Another problem is that non-formal education is not yet recognized in some contexts as an effective way to make change happens. This project considers that has found an innovative answer to the problem that is multiple: juvenile and child violence, lack of opportunities for young university students to exercise their active citizenship in volunteer programs in their own communities and, finally, the lack of credibility that non formal education has yet in some contexts. What we propose to do then? By creating a strategic partnership involving four european countries (Portugal, Germany, Italy, and Macedonia), we think we have created the conditions to disseminate the project results to be reached through the work around the achievement of specific objectives. The first is to encourage the active participation of the youth in the life of their community contributing to a better society but also for their empowerment. The second is to find innovative ways to prevent and combat the phenomenon of juvenile and child violence and intolerance, especially in schools. The third is to train and enable youth workers and their organizations by sharing experiences and ideas. With this project we aim to directly involve in a pilot project, 12 university students, about 300 children and young people in primary and high schools, 30 youth workers and researchers, 200 people that are directly linked with this subject in 4 public events and 100 that represent institutions interested in learning about and eventually apply the methodology in an multiplier event. The central activity that we undertake will be the construction of a methodology to implement voluntary initiatives of university students promoting a culture of peace and nonviolence in school contexts. This methodology will be disseminated through a guide which also includes a set of educational games to be used by volunteers in volunteer activities in playground contexts and the classroom and a quiz online that allows children and young people to make a self-diagnosis of the degree of violence and intolerance and giving them suggestions how to change the behaviors and dysfunctional attitudes. The project will use methodologies hands-on training because university students will undergo training while developing their volunteering. It will also use participatory methodologies because the young university students with children and young people in primary and high schools will test the educational games and give us feedback of their impact. With this project we intend to disseminate in universities, primary and high schools and NGOs working with young people or with the issue of violence and intolerance, an innovative methodology that contributes to a more balanced society by decreasing misfit behavior of young people and children and simultaneously empower university students. And of course, given the involvement of multidisciplinary and multicultural team set up, we also want that this project has a direct impact on us to improve our skills as experts working the issues of social change and to provide us innovative tools and methods to work in an area that, more than others, adapting to a changing reality is essential. If this initiative we want to improve and spread by sharing it with the partnership, get enthusiasts around Europe, we are sure it will be a powerful tool to combat behaviors of intolerance of violence among young people because in Portugal is having a lot of success even without being structured by a procedural guide for its implementation. And this is the added value of this partnership: to build a tool for a common problem with the contributions of each organisation which have their own and particular experiences, methodologies and contexts.

European Union foresees the promotion of equality between men and women as a task of their members, but the statistics show that there is much to do in this field, namely regarding disparities at work (wages and careers) and in family (sharing the household and family care tasks). The project reacted to this gender inequality situation in Europe.The project objective was to support the job transparency and inclusion in the issue of equality of men and women in European society. One of the most important elements of addressing gender equality is adult training and education. Current status is not satisfactory and therefore it is necessary to update and develop a new training programme to spread competences of gender issues. The project aimed to design innovative Gender Blended Learning which would strengthen gender competences of stakeholders from private, state sector, NGO and other organizations that work with specific groups which need this information in the context of changing Europe. The target groups were especially key persons who spread out information among their colleagues, employees, clients and other stakeholders. The project also aimed to address the general dissemination of gender which helped to promote and build the awareness in gender issues and non-discrimination over the whole Europe. Building the right skills can help European countries to improve economic prospects and social cohesion by supporting gender equality and women rights.The goal of the project procedure was to prepare new unified Gender Blended Learning valid in partner countries and throughout Europe. Based on project analysis of gender issues in partner countries, the course content had been developed, which was a startpoint, for design of the Gender Blended Learning. The methodology of this innovative educational concept had been described in Manual for Trainers. Gender Blended Learning consisted of Face-to-Face Module to strengthen involvement and interaction of participants, and of Gender Online Training Courses in basic, advanced and expert level according to different knowledge, needs and applications of target groups. The developed course content was transmitted into the Moodle system and multimedia and tasks were added to make the training more attractive and interactive. In the final project activity the complete training concept was implemented in target groups for students and volunteers to receive feedback.To ensure training quality there were experienced adult educators of various sectors from partner countries who had been trained in necessary competences in gender equality, Moodle tutoring and methodology to become quality and competent trainers and tutors of Gender Blended Learning. All four project outputs (Manual for Trainers and 3 Gender Online Training courses) were prepared in 4 European languages to involve wider audience and target groups in most European countries. The innovative educational system can play an essential role in answering present and future demands of the gender equality education in Europe. The project dissemination had an impact on project participants in advancing their competences in gender issues, on organization to strengthen their international position, on policy makers in increasing interest in gender equality issues and on target groups and other stakeholders in changing attitude in gender issues and increasing awareness of gender equality in the whole European society. Tools of dissemination activities were professional meetings, workshops, mailing, websites, Linkedin, facebooks and EPALE and Erasmus+ Project Results Platform. These effective disseminations took place on the local, regional, national and EU level. The final dissemination activites were conferences which took place in each partner countries.Designed outputs guaranteed sustainability after the end of EU funding. The software Moodle, in which the online courses were designed, was a simple operation software for common users and did not need any more funding. In the project there were involved young students who would have an important role in sustaining interest and changing attitudes in future generations in Europe in the context of gender issues. The interest and promotion of gender equality education is connected to gender strategical documents and helps to overcome significant challenges in Europe so it is still up-to-date topic for target groups, stakeholders and European society generally.