In many EU countries and at the European level, there is a general desire to support and further improve youth participation, as can be seen in the strategy for the youth sector 2020-2023. YOUC aims to enhance the expertise of young activists and educators to involve marginalised youth in activities for the benefit of local communities, to improve youth empowerment, social inclusion and networking with local decision makers and ordinary citizens. The partnership has developed : - A guide for promoting youth civic participation at the local level which consists of a methodology and a set of tools that youth activists and educators can use in their projects. The topics of the guide are - Involving young people at risk and keeping them involved - Diagnosing the needs of local communities - Understanding and cooperating with the local institutional context- Defining the objectives and action plan of your project- Monitoring and evaluating the results of your project- Evaluating your own learning - A face-to-face training programme for young people involved in civic participation projects: contains 26 lesson plans and related teaching materials that youth activists and educators can use to train and guide vulnerable (at-risk) young people involved in local change projects by addressing the questions of Why mobilise in a project? How to build a team and value individual skills in a collective approach? How to diagnose the needs of local communities and identify the local context for the implementation of initiatives to benefit local communities? How to define objectives and corresponding action plans and take action? How to monitor and evaluate results? The guide and the training programme can be downloaded from the project website https://youc-project.eu/the-project/, the Erasmus+ results platform, Epale, OER Commons. - An online training programme for educators, youth activists and young people at risk: The online training is based on the methodology and material contained in the previous intellectual productions, but with a fluidity, interactivity and ergonomics that make it easy to use and read. Evaluation questionnaires have been integrated to test the learners' knowledge. https://youc-project.eu/our-courses/ 500 people: young activists, young people at risk, youth educators, staff of youth associations were mobilised (mobility in France, steering locally, participation in meetings) during the project to work on local participation of these young people to solve problems in their local communities. They were able to test the intellectual productions in order to improve them. The project methodology is based on experiential learning, cooperative learning, peer education and participatory action research. The consortium is composed of youth and research organisations based in FR, PL, ES, LV. 44,140 people have been reached by YOUC actions in direct and indirect ways.

<< Objectives >>NARRATIVE CARE is a training research course that involves the use of Autobiographical Methodologies on two levels:training of social workers in the 4 Partner Countries ( Greece, Italy, Poland, Hungary) and, through them, support interventions for psychologically fragile and defenceless people. The implementation of the capability of first-level recipients, the social inclusion of second-level recipients and the exchange of Good Practices are the results to be pursued.<< Implementation >>Activity 1 : Focus group on partner experiences with Autobiographical Methodologies ( 04/03/2022-04/05/2022)Activity 2: Training for social workers in all partner organisations ( 05/04/2022-08/31/2022)Activity 3: Operators working in the field (09/01/2022- 12/20/2022)Activity 4: Dissemination event (01/01/2023- 01/31/2023)activity 5: Manual processing NARRATIVE CARE (02/01/2023- 04/03/2023)<< Results >>From NARRATIVE CARE, results are expected such as:- operators' participation with enthusiasm in training;- the respectful and positive inclusion and involvement of all end-users( people living in uncomfortable situations) with whom operators will interface in the social and care field, interviewing them and producing autobiographical material- greater awareness of European education and training policies

Because mathematics is usually communicated in universally understood symbols it may appear that it does not require a lot of language to understand it but, in fact, its reasoning processes are very dependent on vocabulary and syntax. You may be able to write mathematics in symbols, but you need words and grammar to speak sums and equations, read about them and understand them when you hear them. When students do mathematics in a foreign language, the language itself adds a layer of difficulty to something that is already abstract and opaque. The result, as research shows, is that many secondary and tertiary level students, though they may be good at maths in their own languages, perform at below their level of ability when doing it in a foreign language. Conference attendees, academics and policy makers have asserted that the language of mathematics requires special attention and that there are very few resources available for teaching it.This was the background to the Mathspeak project. We set as our primary aim, the production of a language learning resource for secondary school students living in foreign European countries where they were not native speakers. Mathspeak would supplement foreign language learning by focussing exclusively on the language of mathematics. It would develop users’ receptive skills to the point that language problems ceased to obstruct their understanding of mathematics and enable them to verbally express mathematical concepts, appropriate to their age groups, put number problems into words and handle mathematical terminology with confidence. We put together a team which mixed educational practitioners with the creators of educational materials. The idea was that schools in various European countries would supply teachers and students to pilot the material whose feedback would influence the content and style of the course material.There is a well-known, though by no means universal, resistance to mathematics, especially amongst young people. So, in order to address this resistance, catch and maintain students’ interest in the language of mathematics, the writers took advantage of the current popularity of graphic novels and used comic strips to put over the teaching points. They took the form of light-hearted sketches peppered with fantasy and humour. The material was written one mathematical-themed unit at a time. Each unit was made available to the Mathspeak project partners through the AdminProject portal. The units were in three forms: 1. The finished English version comic strips, 2 A set of comic strips with no text (the blanks), 3. A document with text only for translation. When the translation was complete it would be transferred to the blanks by the IT experts at Danmar Computers. Partners were supplied with tests for the purpose of getting objective data about whether or not students were learning from the course. Most of the partners also used the original English version for the purposes of teaching English as a foreign language. They fed back assessments of the materials which informed further writing.Unfortunately, the Coronavirus pandemic intervened. In the middle of the project, schools closed. Though the Mathspeak project was temporarily suspended, our plans for piloting were seriously disrupted. Even when work restarted, our partner schools remained closed. Some partners were able to continue piloting in a limited way by incorporating Mathspeak into their online teaching. Other partners did not have this facility available. However, the writing and translating continued and the material was completed. 32 students participated in the piloting process, which was not an unsatisfactory number in the circumstancesAs schools have slowly returned to comparative normality, teachers have begun to use Mathspeak and, as we had hoped, news of it is spreading to other institutions. We are continuing to promote it and thereby bring it and the educational issues surrounding it to the notice of policy makers and syllabus designers.

After 3 years of work 100 Mirrors Inclusive project has become to an end and, with that, has not only achieved its goals but also we have obtained a clear perspective of how important entrepreneurship is for disabled women specially and for all women in general.It has also been very notable the increasing knowledge in society about the general situation of all disabled women willing to run their own business. Thanks to the dissemination of the project and to all partners’ effort to deliver all the information and project’s evolution to their stakeholders, workers and all interested contacts, now the situation of all these women is more recognised and valued. This will foster people to become more aware of the situation and in consecuence, they will be more concerned about involving and counting on these women to promote their entrepreneurship and also their involvement in new projects and collaborations. All throughout the project we have managed to develope different useful materials to those women willing to get their business idea off the ground and are not sure about how to start. Furthermore, with this materials everyone willing to work as a coach or mentor with these women will be able to develope their activity in a more efficient way thanks to the materials developed. The e-learning methodology used in the 100 Mirrors Inclusive project makes the learning process easier since everyone willing to accomplish it will be able to follow the course at their own pace, from everywhere and will also be able to check it at anytime. Moreover, they could also be in contact with other women who are doing or have done online training and will be able to share opinions and even create synergies.The project has finished, but work still go on, those entities we have contacted and got involved in the results dissemination, have also promoted new initiatives, some of them with a huge impact in the group of entrepreneur women. An example of this is the Facebook program #shemeansbusiness created to train them in social media tools and consequently make them improve their business oportunities. On the horizon there are new projects and oportunities which extend the sustainability of 100Mirrors results and make obvious that all work developed throughout these years hace only been a further step on the way to integrate the disabled women group in the European labour context.

The main aim of this project was exchange of best practices and knowledge on workplace inclusion between mentors working with women with disabilities from partner countries. The European continent is aging. The average age of Europeans is about 40 years of age. Changes in the age structure of Europe increases the number of people with disabilities. Workplace inclusion thru mentoring was learning partnership between employees for the exchange of technical information, knowledge and skills about a specific profession or a particular job position. With the introduction of a mentoring programme, companies can guarantee that their employees can work fully with their knowledge and position. By learning in the workplace we mean to train persons with disability in all the skills needed to develop and fulfil their tasks at the workplace. The trained skills are within these five areas: Intrapersonal, Interpersonal, Task Development, Environment and Management. With this project we intend to upgrade the skills and competences of mentors in order to enhance workplace inclusion of women with disabilities. The project has benefited the following main target groups: 1. mentors working with women with disabilities in companies; 2. employers, organizations of employers; 3. disabled women working and looking for work; 4. Organizations training women with disabilities and their trainers, career counsellors, coaches, educators) 5. Others: associations of women with disabilities, organizations training trainers, disabled entrepreneus, entrepreneurs’ associations, decision makers. MAIN RESULTS OF THE PROJECT WORK INCLUSION: 1. Blog of the project ; 2. Compendium of Best Practices in work-based training and mentoring gathered in all partner countries; 3. Guide for mentors working with women with disabilities on their successful work integration; 4. face to face training in Gijon, ES for mentors working with women with disabilities 5. Facebook page of the project in EN and all partners languages.