"Driven by its mission to create space for dialogue, the NGO Crossing Borders as well as its partner organisations People for Change Foundation (PfC), Conservatoire National des Arts et Métiers des Pays-de-la-Loire (CNAM) and Centro Studi ed Iniziative Europeo (CESIE) perceive the lack of awareness of positive impacts of immigration as a significant problem in many local communities in Europe. Therefore, the project “From Expats to Experts: United Civil Society through Inclusion and Empowerment of Young Immigrants” (FETE) aims at combating harmful prejudices and broadening the debate on positive effects of immigration in EU countries with a particular focus on Malta, Denmark, France and Italy. During the project, a labor market inclusion strategy is developed, which is based on research conducted by all involved partners. This strategy will be implemented in San Gwann (Malta), Humlebaek (Denmark), Nantes (France) and Palermo (Italy). The project targets 60 young first generation immigrants between 18-30 years who are mainly from non EU-countries and currently living in the EU. The main goal is to improve their labor market inclusion by providing them with the opportunity to deepen their skills through the participation in workshops and gain work experience through the implementation of an internship (""Seeds""). During the internship each intern carries out a small-scale project that is beneficial for the intern as well as the local community as a whole. In order to strengthen learning results and improve the inclusion of the young immigrants, a mentoring programme (""Mentors and Mentees in Action"") provides assistance to each participant during the whole learning process. Furthermore, the developed online platform ""Inter(n)changes"" provides useful practical information for interns but also space for exchange regarding their success stories or problems. In addition to young immigrants, the project also aims at strengthening capacity building of NGOs, social enterprises and public institutions in order to create space for dialogue about positive impacts of immigration in European societies. All project partners use their network with other NGOs, social enterprises and public institutions in order to provide each intern with the most suitable internship considering each person’s individual level of experience and field of interest. The inclusion of various stakeholders in the project strengthens the capacity of particularly NGOs as mediators and facilitators for creating dialogue between young immigrants and civil society.However, the impact of the project is not limited to directly involved participants and stakeholders. The development, publication and dissemination of the “Inclusion in Action” strategy as well as the mentoring guidelines (“Youth Empowerment through Mentoring: a Guide for Youth Workers”) and the online platform ""Inter(n)changes"" provide useful information for successful inclusion of young immigrants in EU countries for everybody who is active or interested in that particular field. Moreover, two high school workshops in each participating country ensure that the rationale behind the project is disseminated particularly among young people in Europe. The aim of the workshops is to convey young students with the message of how it feels to be excluded from a community and why inclusion is a vital part of an open, fair and dynamic society."

DARE aims to significantly increase understanding of why and how young people become radicalised and our capacity to effectively counter radicalisation. It does this through integrating research, policy and practice objectives in a three stage process of: 1) critical review of existing knowledge, policy and interventions in radicalisation and counter-radicalisation; 2) generation of new empirical research on young people’s encounters with, and responses to, messages and agents of radicalisation; and 3) integration of research findings to develop, pilot and evaluate two educational toolkits and a de-radicalisation programme evaluation tool to enhance the effectiveness of counter-radicalisation interventions. Through its focus on Islamist and anti-Islam(ist) radicalisation DARE addresses both ‘religious fundamentalism’ and ‘violence and hate crime’ dimensions of the topic call and explores how radicalisation processes interact to produce cumulative effects. It takes as its focus young people as a group that is targeted by recruiters and conventionally understood to be receptive to radicalism. It also places emphasis on gender dimensions of radicalisation. DARE recognises that improving knowledge on radicalisation has urgent implications for societal security but contributes to the wider objectives of the ‘Reversing inequalities and promoting fairness’ call through recognising that social inequality and discrimination give rise to perceived injustice which may motivate engagement with radical ideologies and actions. DARE’s primary concern is to address the long term social roots and effects of radicalisation and to engage young people themselves in countering radicalisation through its, innovative, attention to non-radicalisation alongside radicalisation trajectories. The DARE Consortium brings together academic and civil society organisations to ensure integration of its academic, policy and practice elements and includes members from 9 EU and 4 non-EU countries.

"Third-country nationals’ (TCNs') employment rates remain below the average of host country citizens in most Member States, according to Eurostat News Release 110/2016 (2016). Entrepreneurship is identified as a tool for the social inclusion of TCNs in the Action Plan on the Integration of Third Country Nationals (European Commission, COM(2016) 377 final). In the Action Plan the European Commission encourages Member States to promote ""entrepreneurship through tailored business training and mentoring and by opening up to third country nationals mainstream entrepreneurship support structures"" (page 11). Our project focuses on the social inclusion of TCNs through entrepreneurship education. We will target 50 local youths and 50 TCNs from five different countries (aged from 17-30), for a total of 100 youths reached. The project will last 18 months and will be implemented among the below partners: Lead applicant: People for Change Foundation (Malta) Partners: AEQUITAS Ltd (Cyprus); SolidarityNow (Greece); Asociacion Llere (Spain); Centro Studi Formazione Orientamento (Italy) Our project objectives are: -Compiling research on the needs of young entrepreneurs and resources available in each participating country -Promoting youth entrepreneurship as a means of gainful employment -Promoting the social inclusion of TCN youths in five different countries To achieve these we will be undertaking research in each of our countries on the needs of young people (including TCNs) when it comes to entrepreneurship assistance and also the resources available for young people wishing to start their business (including registration process, how to manage a business, accessing external funding, etc). We will then compile a training course on business management for youths based on this research, and develop training resources needed to give this training. The training is envisaged as a mix of both formal and informal activities, to keep it interesting for youths, particularly vulnerable youths such as TCNs. At the end of the training participants will receive a certificate of completion. At the end of the project we will have a national multiplier event in each country with stakeholders; youth workers, youth organisations and decision-makers in the field of youth and entrepreneurship. We will also invite the youths who undertook the training to participate and address the attendees to express their opinions on the training and what they think needs to be done nationally to promote youth entrepreneurship, including to TCNs. A networking lunch is foreseen at the end of each multiplier event to promote networking among stakeholders on the topics relevant to this project. The project will result in: -125 hours of training on business management for youths -100 youths from 5 different countries receiving training -2 intellectual outputs including research, training and learning resources -5 multiplier events reaching 125 representatives from key stakeholders We also foresee the below intangible results: -Promotion of entrepreneurial spirit among youths in all five countries included in the project -Contribution to a reduction in youth unemployment -Entrepreneurial skills for youths -Enhanced possibilities for social inclusion of TCN youths and other youths with fewer opportunities"

Same as above.

<< Background >>The Council of Europe’s Gender Equality Strategy 2014-2017 (www.coe.int) sets out five strategic objectives. The first on the list is combating gender stereotypes and sexism. The strategy defines gender stereotyping as preconceived ideas whereby males and females are arbitrarily assigned characteristics and roles determined and limited by their sex. A conscious effort on the part of society to change attitudes and to accommodate diference is a prerequisite for an inclusive society. Education plays a central role in this process. Schools occupy a unique position in society, and the role of the school is fundamental in promoting gender equality. By offering new models of behaviour, the school can be seen as an instrument for positive change. The Conference concluded that societies remain strongly gender stereotyped and that the education system, which is a subsystem of the societies they serve, reproduce the values and culture of those societies without challenging their possible limitations on the life opportunities and experiences of their pupils. Furthermore, in the conference the issue of technology and on the conscious use of it and the social media, was raised. And it was also concluded that the influences of parents and schools on the personal and social development of young people have been diminished by their children’s ever increasing use of social media.Destructuring stereotypes is an urgency. Learning to think critically is therefore a first step towards this path of awareness. The Diogenes project aligns, stands in synergy and reponds to the council of Europe conclusions and suggestions (Schools should play an active role in preparing all young people to develop the skills necessary to fully participate in all spheres of modern society) and responds to The Polish National Action Program for Equal Treatment for 2021-2030, and to serveral national and international project and dispositions like the Italian project “Gender School- affrontare la violenza di genere” by INDIRE and the Dipartimento per le Pari Opportunità della Presidenza del Consiglio dei Ministri, the art. 5, co. 2 lett. c) of the DL93 / 2013, also the DDL July 2015 n 107 and the point.4 of Objective 2030) . Furthermore it pays attention to the EIGE report which shows that there’s no Nation that is totally free from Gender Stereotypes and this project, if carried out transnationally could favour and put a small brick toward a culture of gender non-discrimination. The project aims at contributing in the road towards the improvement.<< Objectives >>As a general priority, the project Diogenes aims at promoting –in particular through innovative and integrated approaches– gender equality, non-discrimination and social inclusion. Specifically, the project goal is to address the difficulty that students have to activate information processing in a critical way, regarding a sensitive topic as gender equality. Moreover, it aims to promote- in particular through innovative integrated approaches- shared values, equality, social inclusion, diversity and non-discrimination. The need is for teachers to be able to address and share these values and therefore it is crucial to update their competences to transfer these topics to the student.The aim of the project is to:-define and test laboratory activities capable of stimulating critical abilities with respect to gender stereotypes disseminated through Social Media and implementing proactive attitudes towards gender equality.-Update teachers' skills in the field of Social media Storytelling, critical thinking and gender equality.-Define school-family alliance models and facilitate students’ active participation processes-Encouraging the creation (by students) of awareness videos aimed at both peers and parents and adults, to activate users' critical abilities towards the messages that social media transmit in terms of gender stereotypes.<< Implementation >>To achieve the above mentioned objectives, the project is going to develop:IO1- Digital storytelling laboratories to stimulate critical thinking on the issue of Gender StereotypesIO2- Training course for teachers on digital storytelling and a set of video contents to sensitize the general publicIO3- To do and not to do list for parents (to help them understanding appropriate and inappropriate behaviour or statements towards gender stereotypes)Through the implementation of the activities the project aims at updating of teachers' skills on basic concepts of gender difference and elements of critical thinking, have teachers acquire a new path to stimulate critical thinking regarding the issue of gender difference and also have the ability to apply and experiment with the abovementioned techniques within a class. This is to plant a seed for an initial change by pupils of the perception they have about gender difference and for the transition towards the idea of gender equality and non-discirmination. Furthermore it will help towards a more conscious and more critical use of the social media. Last but not least aims to raise awareness by parents of the most appropriate attitudes to adopt in influencing their children.The partnership will involve 5 lower secondary schools, a university, a training and consulting agency, a cooperative and a NGO.The project aims at having an impact on school education system in order to empower teachers’ skills providing them with innovative and effective methodology tools.It also aims at having an impact on the social system, raising awareness, both at a local and international level, regarding a conscious and critical use of social media, in particular regarding gender stereotypes.<< Results >>Through the implementation of the activities related to these four Intellectual Outputs, the Diogenes Project aims to obtain the following results: 1- Updating of teachers' skills on basic concepts of gender difference and elements of critical thinking2- The acquisition by teachers of a path made of Laboratory activities to stimulate critical thinking regarding the issue of gender difference. 3- The ability, also by the teachers, to apply and experiment with the abovementioned techniques within a class4-The ability to transfer these skills to other fellow teachers who intend to experiment the above techniques in their class.5-The acquisition, by teachers, of community engagement tools to trigger a school / family alliance and raise awareness on the issue of gender difference 6-An initial change by pupils of the perception they have about gender difference and about a more critical and aware use of social media.7-An awareness by parents of the most appropriate attitudes to adopt in influencing their children The TANGIBLE RESULTS of the 3 IO's are:IO1 will produce a set of Digital Storytelling laboratories that contain elements of critical thinking and gender equality stimulation IO2 will produce a teacher training course on Digital Storytelling workshops and a set of videos aimed and parents and peers to sensitise on the topicIO3 will produce a very clear and direct list of appropriate and not appropriate attitudes to be adopted with their children, but not only, on the theme of gender equality