Our project aims at developing self-awareness, self-confidence, advocay, time, event management and other soft skills of the members of our informal groups. The members of the informal groups are living with various disabilities and already participated in the „Here We Are” transnational initiative.Proposed activitiesFirst phase of the project (2019 january-september)Structured group sessions with the aim of increasing the level of self-knowlegde, reinforcing positive group dynamics, increasing the quality of communication within the group and to carefully plan activities to be executed in the second phase of the project.Structure of the group sessions (each being 2X1,5 hours)•Contracting, frames, rules, expectations (1st meeting)•Me in the group. 6 sessions dedicated to efficient communication, conflict resolution and coping techniques through self-knowledge, feedback and reinforcement received from others. The sessions contribute to group cohesion, increased feeling of responsiblity felt towards other group members and the undertakings of the group. Methods to be applied: T-group, socio-therapy, drama•Me and the group. 3 sessions dedicated to the formulation of the group’s bylaws; channel and frequency of communication, areas and limits responsibilities•4 sessions are dedicated as preparatory and planning meetings for phase 2 of the project. Expected outcomes are developed ideas, exact schedules, and to-do-lists.•1 session is dedicated for evaluation of the processGroup sessions are accompanied by individual coaching sessions for each member of the informal group. The coaching sessions are parellel to the group sessions. Aim of the coaching process is to reinforce soft skill gains on personal level, validate learning outcomes. Each member of the groups is expected to participate in a one hour coaching session every month.Second phase(2019 september-2020 may)The groups are conducting 6 events with local communities aimed at sensitivization of the general populationb and keeping equity, human rights of people living with disabilities high on the agenda. Events are expected to be having a high outreach, including local and national media coverage.Third phase (2020 june)Evaluation and validation of learning outcomes, designing the follow-up.Project results- 6 sensitizing activities per countries (HU, PT)- a minimum of 8 viedo-journal entries through the project per countries- a minimum of 12 mainstream media appearances through the project altogether (TV, radio, online or printed media)- a minimum of 8 blog entries per countries- 2*34 group sessions-2*90 individual coaching sessions-3 transnational meetings (HU, PT, HU)- regular posts in the social media- 1 summary including the processed results of the qualitative and quantitative evaluations throughout the project (transnational meetings, group session, evaluation of the sensitising activities done by the involved participants) - 1 publication describing the sensitizing activities and their results, illustrated with photos

During our Transtnational Youth Initiative program we aim to implement activities that help the disabled youngsters’ social inclusion.We have two purpose with the poroject „Here we are”:1.) To raise wareness of non-disabled people in our local community and our widen environment about exist of disabled people and that they want to by campaigns, high-visibility dissemination activities through media.2.) To develop the key competences of participants, especially social, intercultural annd communication in foreign language.We will involve 10-10 pers aged between 18-30 y.o. from Portugal and Hungary who has participated already in programs dealing with disabled youngsters’ inclusion and have experience in the field.We will implemented 6 activities in both countries:- wheelchair-flashmob- virus video- documentum film (e.g how to help the disabled people)- theater presentation- cinema screening (a movie without voice)- fashion show with disabled youngsters- action in non-barrier-free venues in order to raise people’s awareness- roundtable discussion- assistance dog show- escape rooms 4 meeting: kick-off, 2 transnational meeting, final)1 project manualfacebook, youtube, blog pages as place of dissemination

Early School Leaving (ESL) is high on the European Agenda. EU2020 aims to reduce the rate of ESL in every member states, below the level of 10%. ESL is on the rise in both Hungary and Romania. Those two countries are amongst those having a larger than average rate of ESL in the EU, despite efforts made by the educational structures. Phenomenon of ESL is occurring more frequent to young people with disadvantaged background, often the members of Roma communities.LEADNFL project was a two-year long strategic partnership funded by Erasmus+ aimed at researching the causes, circumstances and means to prevent early school leaving and also the connection between early school leaving and having children at an early age. The acronym stands for Learned Inactivity – Decreasing the Number of ESL Students in Disadvantaged Communities with the Power of Non-Formal Learning addressing the complex targets of the project.These targets were structured into three phases: the research phase, the methodology development phase and the final phase for dissemination of results. The research phase was conducted in Romania and Hungary involving more than 300 (Hungary: 162, Romania:150) subjects in each country using the snowball method as sampling. Subjects were early school leavers between ages 14-22 all from disadvantaged communities. The research used both qualitative and quantitative methods: survey and focus group discussions. The research concentrated on two communities, achieving representative results were out of the scope of the initiative.One of the key findings of the research was that while amongst all ESL students 29% had children, 45% of those were not planned. Based on the results of the research we can say that among those subjects who already had children 72% named having children, 19% named lack of motivation to study, 15% named frequently being absent from school as the main reason for their early school leaving. It became clear that students starting a family do not have the necessary support from the social/educational system which would allow them to both graduate from school and fulfil their duties as parents.The methodology development phase was conducted through transnational meetings with the attendance of experts in the field of non-formal education. This phase focused on putting together a non-formal education methodology in order to decrease the number of ESL students, which will be made public in a form of a methodology handbook in three languages during October 2017. Beside the dissemination of the results in the coming publication, the three participating partners organise a conference for experts in Budapest – Hungary, Resita – Romania and Brussels – Belgium.

Association Co-Efficient has a wide range of experience/expertise of involvement young people living with disabilities into local and international actions/learning experiences. Inclusion of young people living with disabilities is a main horizontal objective of our daily work, promoting the Independent Living Movement and empowering young people to be more self-sustainable and active citizens along the way. Our experience is that there is little emphasis on involving young people living with disabilities into European mobility schemes; according to data supplied by Hungarian NA a meagre 1,9% of the total number of participants were of special needs in KA105 projects hosted in Hungary in 2019.Young people living with disabilities are often deprived of community activities and less willing to mobilise which affects their social status and environment on the long run. Educational institutions are trying to integrate these young people with limited success, limitations being inflexible pedagogic framework, lack of qualified experts and lack of proper and barrier-free environment. Thus, youth work seems to be an adequate tool for fostering social inclusion and active citizenship of people living with disabilities.However - as available statistical data suggests - accessibility of mobility schemes and youth NGOs in general are limited. Why? What key stakeholders – grassroots, youth services, NGOs, NAs, policy makers, networks and resource centers – should do to improve accessibility? Our project seek to find the answer by conducting an empirical research and formulating policy recommendations.This project would focus on assessing barriers in existing youth work infrastructures – defining barriers as wide as possible. The partnership would work on gathering data, knowledge from professionals working on the field.ACTIVITIES OF THE PROJECT1.Kick-off in Hungary – start of the project (3 working days + two travel days)2.3 subsequent Transnational meetings- TMs scheduled for major milestones3.IO1 and IO2: research – survey with 50 organizations/country, actively engaged in youth work and mobility schemes, supplemented by 20 deep interviews conducted with professionals. Output: research paper.4.IO3 policy recommendation for decision makers and support structures reflecting on the needs of the organizations5.Dissemination: national conferences organised by each partner to disseminate the results of the research and recommendation.

As evidenced by several studies and reports Roma children are overrepresented in lower social stratas, are more vulnerable regarding early school leaving (ESL) and often children of Roma families find themselves in segregated educational institutions. Our project is a follow up of the research conducted by Együttható Egyesület and Nevo Parudimos in the frames of the LEADNFL project mapping ESL patterns in segregated communities and is aiming to collect and analyse data in a very specific way of segregation: educating Roma children with special needs in special schools. Althought in most of the cases the diagnosis justifying special education is valid, the socio-economic reasons behind an underperforming child are not taken into consideration. Attention-deficit or intellectual disabilities might well be the results of lacking access to healthcare and early childhood development, while the lack of social capital and financial resources may result in families lacking access to existing support structures in the later stages of development (i.e. specific development, youth services, labour market services, etc). The lack of access results in the circle of poverty and marginalisation on an even larger level, as the individual is stigmatized both because of ethnicity and because of disability.Our 24 months long project aim to -understand the reasons, associated life-paths and the consequences of education in such institutions by condicting, analysing and publishing 20 in-depth interviews/country involing stakeholders-formulate policy reform recommendations by an expert panel, on the grounds of our findings addressed at national and European decision makers, highlighting the importance of secondary support structures in the form of youth organizations and their toolkits-raising awareness on the issue amongst representatives, professionals and decision-makers of the sectors of formal education, secondary youth services, child protection structures, government administrationActivities of the project-5 transnational meetings-Intellectual output 1 – analysis of 25 in-depth interviews in 3 countries, in country language, aggregated summary publication in EN (not direct translation, is a shorter version of all 3 studies)-Intellectual output 2 – policy recommendation by expert panel, 1/ country + 1 on European level-4 Conferences in Hungary, North-Macedonia and Romania – involving more than 250 relevant stakeholders-Lobby meeting in Brussels as closing event involving EU officials-wide dissemination activities