In the last forty years Europe has become a multicultural, multilingual and pluri religious society. Immigration phenomena cannot be considered an emergency anymore. As European citizens, we need to develop an intercultural attitude to be able to manage the cultural differences that increasingly characterize schools, job places, social services and public spaces. ObjectivesIntercultural skills cannot be improvised: they need specific training and a self-reflective attitude, which can be learned. In this project, we propose to:• fostering intercultural competences in different target groups by disseminating the MCE innovative intercultural approach thanks to training courses and multiplier events;• developing an intercultural approach in public and private life that can help to fight against discrimination, racism and extremism in schools, social services, public spaces, and so on;• developing, through the intellectual outputs and the joint staff training, a standardised competences framework, a course curriculum for intercultural training, original methods and new toolkits starting form Cohen-Emerique’s approach. Cohen Emerique’s intercultural approach:Cohen-Emerique noticed that migrants and professionals working with migrants often go through misunderstandings, cultural shocks and violent conflicts because of the different cultural frameworks and scale of values they act. When they live these cultural shocks, they fell vulnerable, angry, disoriented and their personal and professional skills are nearly paralyzed by these negative feelings. Instead of breaking off dialogue and relationship, Cohen-Emerique invites trainers, educators, volunteers and migrants to live cultural shocks as an opportunity to become aware of everyone’s cultural points of view, to share them by using words in order to promote dialogue and mutual understanding. Target groups: We address to intercultural trainers working in the social, education and health sectors, to professional educators working in social services, child protective services, in the juvenile justice field and in recreational public spaces, adult teachers working with migrants both in formal and non conventional schooling contexts, migrant parents, young migrants and volunteers working with immigrates in food stations, centres for first assistance and family clinics.Partners:Ruah (Italy) is a cooperative that aims at promoting social inclusion and an intercultural approach by offering intercultural training, language courses and welcoming first centres activities for refugees. Artemisszio (Hungary) is an independent private non-profit organisation that encourages continuous interaction between culturally, ethnically and socially diverse groups. They propose intercultural training based on the MCE approach and innovative methodologies such as forum theatre. CBAI (Belgium) is an association active in the fields of intercultural training, welcoming first-comers in the Brussels- Capital Region and supporting migrants associations. CESIE (Italy) is a European Centre of Studies that aims at stimulating change in educational, cultural and economic spheres. They have been working with the MCE cultural shocks methods in different domains (i.e.: diversity management in healthcare). Elan Interculturel (France) is an organisation that develops new methods to facilitate intercultural communication, collaboration and adaptation; the organisation’s staff has been directly trained by Margalit Cohen Emerique. Diesis (Belgium) is a European Research and Development Service for Social Economy which covers more than 10 EU countries through major national federations and national support networks.

<< Objectives >>1) We think adult educators have the need to know better RoD in order to better manage the process of empowerment with their learners, mainly when they use active methods which imply moving emotions. 2) Moreover, adult educators can sometimes feel overwhelmed by the difficulties in managing the emotions and pains perceived in the group of learners, often coming from extreme situations, poverty, racism, war, discrimination, violence. For these reasons RoD can be also a tool to be used.<< Implementation >>Theoretical SeminarTrainingSystematizing SeminarApplication On The FieldFollow Up SeminarHandbook About Using Rainbow Of Desires In Adult Education<< Results >>1) A 40 pages handbook about Rainbow of Desires used in Adult education2) A rich debate in the 3 seminars about how to use RoD to empower marginalised groups.

The project developped a transferable methodology to young women's empowerment and integration in the public sphere and, subsequently, in the labour market. The methodology that takes into account age, gender, cultural background and socio-economical status as factors that shape the exclusion of Roma young women (and other marginalized communities).The project worked in 3 different countries with Roma young women : Portugal, Italy and Hungary. The coordinator organization was REDE de Jovens para a Igualdade (Portugal) and the partners were: AMUCIP (Portugal), Artemisszió (Hungary) and LEF (Italy)In Hungary, the project was planned to work with young refugee women but due to drastic changes in migration related public policies in Hungary, it was not possible. The participants were young Roma women, most of them married with children, thus multipliers that gurantee a sustainable effect in their communities. 8 youngsters in each country participated in a 64h capacity building training aiming empowerment and social entrepreneurship. The young participants in all three countries lacked full access to quality formal education, thus promoting literacy and fostering the understanding of the sociopolitical system were very relevant, key and basic transversal competences that we had to develop. Working on the empowerment and capacity-building of young marginalized women is to assure that they are able to recognize and seek new competences troughout their life cycle.Due to cultural reasons and to the strict patriarchal organization of the communities, women face strong obstacles in accessing the public sphere. This has a life long effect on their access to the labour market and to public decision making, thus, their needs are not taken into account in the local, national and european policy shaping process. In order to break this vicious cicle, young women need support to their civic and personal empowerment. Affirmative action is essencial in order to foster the access to education and training to promote the social inclusion of marginalized youngsters, particularly women. The project developped a tool that bears in mind the cultural and gender specific disadvantages and difficulties that the young women in question face on an every day basis. The methodology was created in a participative manner, with expert organizations and autorepresentatives and tackles the lack of options designed specifically for young women's empowerment, thus contributing to a more inclusive society and more inclusive education and training and youth. Young Roma women are often perceived only as caregivers by the public administration who are mostly interested in domestic work and are sustained by their husbands. Due to the crisis in employment, this model is not sustainable anymore. This gives young women the opportunity to start to be active in the labour market with the consent of their families, bringing real change in their communities, making them more equal. But so far, as men speak for the families and communities, young women's voices are difficult to be heard. This makes specially difficult for schools, employment cetres and other educational and training facilities to reach out to these women and give them the opportunity to be useful and active members of society. The project aims to developped a methodology that can be of use for these public institutions when working with young Roma women.The project produced a publication with the curricula and a reflexion based on research in the 3 participant countries that is widely disseminated and is going ot be used in the future intergted in the work of the partner organizations. With regards to the results and impact we wish to underline that after the path of the project, in all 3 countries, other Roma girls have expressed their wish to participate to a similar project and also the public institutions responsible for this area expressed interest to start and involve us in similar projects.

The main aim of the “Youth 4 Youth” Peer learning against Early School Leaving” project is to contribute to the reduction of early school leaving (ESL), especially amongst socially disadvantaged youth. We did so by offering alternative tools - forum theatre methodology (FT) and community reporter (CR) methodology - and the combination of FT and CR.In the EU ESL is a key problem. According to the EU definition, ESLers are young people between the ages of 18 and 24 who have failed to complete their secondary education. In 2009, more than six million young people across Europe – 14.4% of the 18-24 age groups – ended their school education system with a lower secondary qualification or less. Even more worrying is the 17.4% who only completed primary education (Eurostat, 2010). According to statistics from 2012 in the partner countries:in France 11,6%, in Hungary 11,5%, in Italy 17,6%, in Spain 24,9% and in the United Kingdom 13,5% of the youth were ESLers. With the exception of Hungary where ESL rates increased by 1% between 2010 and 2012 - which is a very slight improvement - statistics proves that the effort required in all the countries represented in this project to improve the situation.In previous projects we examined the factors that affect ESL are the following:individual (psychological), social (structural), relational (intra-school) and institutional (educational system). Some of these are susceptible to local interventions. We have chosen to work with FT and CR method since they can have impact on the first and third of these factors.Our partnership aimed to contribute to decrease ESL by involving youngsters from youth centers, in CR and FT workshops where young people worked hand in hand with their facilitators, took active part in developing actions to raise awareness, participated in developing teaching/learning material to support youth workers and teachers and other youth, so that these too could build awareness and address problems related to ESL. In order to mobilize their peers, our young participants took actions in schools and other institutions, presenting the results of our work and inviting the public for an open debate (Multiplier Events).Targets:Direct targets are socially disadvantaged youngsters between the age of 13-20, as well as youth workers. Indirect targets are other teachers, stakeholders, educational experts and decision makers, parents, who are affected by the project and can be the key of the change on the long run in their environments.Activities/results:-developed 9 interactive Video Lessons on ESL with youngsters during CR and FT workshops in 4 languages (ES, HU, IT, UK)-organized 18 Peer Actions in the partner countries when youngsters raise awareness and start dialogue with their peers and other concerned targets. -developed a Video Blog where youth workers, teachers, professionals, youngsters and students can learn about ESL, our methods and processes-created a Case Study Book to tell about what our participants think about the school system and show the impact of our methodsMethods:-FT method-CR method- the combination of FT and CR-Peer to peer learningThe partner organisations:-Artemisszió Fundation - coordiator organisation; experience in FT-People's Vocie Media - experience in CR, the creator of the method-La Xixa Teatre - experience in FT-Consorzio ABN - experience in CR-Elan Interculturel - experience in FT and leading the assessmentAll organisation has experience in working with disadvantaged young people.Impact:-On participating youngsters: changing attitudes, gaining self-confidence and reflect on their own behaviour. Development of competencies, communication, creativity and self-expression skills, individual and group work, conflict resolution, intercultural competencies and problem solving. The methods we use have a direct impact on motivation, discipline problems, youngster-adult relations, youngster-peer relations,intercultural problems and conflicts.-On participating professionals: awareness raising, getting educational tools to handle ESL issues in youth centers and classrooms, exchanging professional experiences on ESL, gaining new pedagogical and intercultural skills-On indirect targets: awareness raising on ESL, getting tutorials about our methods.We believe that in the long run our project can contribute to the reduction of ESL, especially amongst socially disadvantaged youth. We encourage the dialogue among the concerned parties – youngsters, parents, professionals and decision-makers by providing a combination of new methods and tools. We think that with this dialogue we can successfully improve the situation concerning ESL in the partner countries.

Context, backgroundThe FemTalks Forum project was designed and implemented by 7 partner organisations from 6 European countries. The partnership recognised the potential migrant women have in their host countries and they also noticed the social, economic and cultural barriers they face to reach their full potential. All migrants face these obstacles regardless of gender, however, women are more affected by these (UNFPA, 2018). In order to increase the employability of migrants, partners offered a comprehensive training package to support the development of migrants’ soft skills, namely their confidence and self-efficacy and subsequently their employability. ObjectivesTherefore, the objectives of the project were to develop a training programme that addresses the needs of migrant women and also produce materials that can be utilised to develop the target group’s digital skills to tell their stories more efficiently. More specifically the aims of the project were to:Develop an innovative training methodology that uses the Forum Theatre training methodology to increase women’s self-confidence and employability.Increase soft skills of female migrants including self-efficacy, confidence, communication and networking skills via the Forum Circles.Develop digital literacy skills for migrant women in order to effectively promote themselves and use social media in a professional setting.Showcase the stories of female migrants to improve the image of migrants and celebrate their contribution to societies across the EU. The implementation of the above activities subsequently led to:increasing social inclusionincreasing digital literacy, employability skills and self-efficacytackling stereotypes about migrantsActivitiesThe partnership implemented 5 outputs:IO1 - Framework Report: partners assessed the situation of migrant women in the host countries. The report is available in English, Dutch, Italian, German, Hungarian and French.IO2 - “What’s my story?” FemTalks Forum Theatre Training programme: the partnership developed a holistic training programme that utilises the Forum Theatre methodology to boost migrant women’s confidence and employability.IO3 - FemTalks Forum Circles: the peer mentoring programme offered group sessions to migrant women to work on their action plans and SMART goals to progress in their career and integrate in their host countries.IO4 - Trainers Guide: it allows future trainers and stakeholders to learn about the methodology of the FemTalks training package (IO2 and IO3) and is available in English, Italian, German, Hungarian and French.IO5 - Online Platform: The E-Learning platform encourages migrant women to share their migration journeys with peers and other interested stakeholders and help them learn about effective digital storytelling through the resources available on the platform.Participants, results and impactThe primary target audience of the project was migrant women. 128 women directly benefited from the IO2 training activities and they came from more than 38 countries. 62 women attended the IO3 Forum Circles. Furthermore, more than 250 people attended the 10 multiplier events organised in the project including stakeholders and support organisations. In addition, the website had a total of 6,274 visits and 756 users accessed the online training platform and more than 70 women participated in the digital storytelling workshops (IO5).As a result of the implementation of the project the partnership raised awareness of the potential migrant women have in their host countries, built networks with support organisations and intermediaries to achieve a more comprehensive support to migrant women.Migrant women reported increased levels of confidence and self-efficacy and expanded their personal and professional networks. They also learnt about the power of theatre techniques and how this can be used to boost confidence and subsequently employability. A participant stated that “For me the best takeaway is the feeling of building something together. We came from different countries, different languages, different cultures, and we built something together”. Another participant mentioned that “Personally, these programs strengthened and empowered me not to give up in my career, not to be afraid of trying again even when I fail, and also to believe in my abilities.”.