Inclusion through Sport” (ITS) was a Capacity Building Activity lasting for 2 years. The project involved 12 partners:1. Europe Programme Countries (PC): Italy, Bulgaria and Romania; 2. LAC: Argentina, Guatemala and Peru;3. Africa: Kenya, Senegal, Cameroon;4. Asia: India, China-Hong Kong and Philippines. The mission came from using Sport as a means to support community development and sustainability whilst promoting community values. The tool the PC developed was a Format TC which also focused on using Sports as a way of improving social inclusion of young people. A multi-directional transfer of knowledge took place between PC and the rest of the world. The idea of ITS was to develop a format TC to be spread as a comprehensive winning model in the 4 project continents and more countries. All partner organizations are already active in the field of Sport and they aimed at complementing their own endowment of skills and knowledge through mutual exchange of NFE instruments in the framework of the present project. The project was conceived as a long-term process comprising a differentiated set of activities ( Meetings, Format TC, Job Shadowings) with the aim to enhance knowledge ans share best practices from both a theoretical and a practical perspective. Moreover, the project aimed at fostering Sport as a tool for inclusion, to solve interpersonal conflicts among youngsters, to promote tolerance and to assist young people to understand issues of diversity via non formal education.All the partners involved shared the belief that young people have innovative ideas and creativity which can be the main ingredients for the development of the community as well as of civil society. ITS goal was also to prepare and test tools for developing key competencies in young people.While learning skills, initiative and entrepreneurship, social and civic competences, establishing methods for Sport combined with NFE, ITS used the European reference tools for validation and recognition of non-formal and informal learning, both for young people and youth workers, promoting lifelong learning and dissemination of good practices. Non formal education and youth work is a significant factor for the personal development, civic participation and inclusion of young people regardless of their social or national background. ITS implemented activities that built the capacity and skills of youth workers and of youth organisation’s staff empowering them in the support of the young people/children in facing today’s challenges. The project involved 12 partner countries (PC) that brought an added value to the youth work educational system. All partner countries suffer from problems with children and youngsters in general, mostly linked to criminality and orphanage.

<< Objectives >>To equip adult educators with the tools that would enable them to upskill their social entrepreneurship knowledge and transmit this to adult migrants. Increase labour market relevance of learning provision and qualifications and reinforce links among the world of social entrepreneurship. Improve the supply of high-quality learning opportunities in the field of social entrepreneurship tailored to the needs of both educators with no prior relevant knowledge in the field.<< Implementation >>SEA uses local language from each country, Arabic language, and English for the activities. The Social Entrepreneurship Academy project is divided into three stages: 1- Workshops/ exchange meetings led by other migrants from our team and our partner organizations, migrants learn how to start and grow social enterprises. 2- In peer-to-peer knowledge transfer and training of the trainer workshops, the adult entrepreneurs learn how to pass on their knowledge to others in their communities.<< Results >>- Improved opportunities on the European labor market for adults with disadvantaged backgrounds, especially migrants and better integration of them. -Financial Empowerment of adults with disadvantaged backgrounds, especially migrants to become self-reliant and to create social initiatives that ultimately benefit society as a whole. -Raising awareness of democratic and participatory measures, especially grassroots movements and active citizenship.

"As stated in the Declaration of Zaragoza, integration policies aim to ensure equal rights, obligations and opportunities for all, and all European Countries agreed to view cultural diversity as an opportunity for social and economic development in Europe and as a tool for fighting discriminations. However, the surge in intolerance, stereotyping and discrimination against ethnic minorities still represents one of the most glaring realities influencing political and civil society debate, particularly in those European countries in which there is the presence of large ethnic groups as part of the national population.Integration of young refugees in the EU: good practices and challenges (European Union Agency for Fundamental Rights, 2019) “The vulnerability of migrants and refugees to becoming victims of crime are receiving increased attention at the EU and global levels. International political commitments incorporate measures to combat crimes including racism, xenophobia and related forms of intolerance into crime prevention strategies. The United Nations General Assembly strongly condemned the continuing incidence of criminal acts against migrants, migrant workers and their families in all regions of the world, including criminal acts of violence motivated by racism, racial discrimination, xenophobia, and related intolerance. At the same time, a dominant discourse in the EU has been to characterise migrants and refugees as potential criminals, which has included linking them with the threat of terrorism”. Furthermore, as regards the integration of young people with a migrant background, the report highlights the crucial role of employment and education “Lack of access to employment and education opportunities also emerged as a significant factor increasing the risk of becoming a victim of crime. Such lack of opportunities may result from various factors, such as restrictions on accessing the labour market based on the person’s legal status, discriminatory employers, insufficient qualifications and more general lack of education and vocational training opportunities”Young people are, indeed, one of the most vulnerable targets to racist and discriminatory propaganda and messages against ethnic minorities. If we consider that nowadays Social Media are unfortunately becoming a powerful tool of hate speech and that youngsters constitute a high percentage of Social Media users, is undeniable that the latter are the most easily influenceable target group.""Route 2020 - Highway to Inclusion"" (Route 2020) is a KA2 Strategic Partnerships supporting the exchange of good practices in the Youth field among Lithuania, Italy and Germany, lasting 24 months. Route 2020 aims at contrasting discrimination against ethnic minorities by raising awareness among young people and educate them in order to foster respectful and inclusive behaviors.Focusing on contrasting discrimination against ethnic minorities among the youth, Route 2020 project main objectives are promoting intercultural dialogue; knowledge about acceptanceof diversity and tolerance in society.In order to achieve its goals, Route 2020 project will implement 3 Blended Mobilities of Young People per country.Every BMYP will involve 15 young people aged 18-26 (2 Autochthonous, the ethnic majority of participant country, and 3 ethnic minority youths per partner organization) plus 3 accompanying persons.During all the mobilities participants will be paired in national couples composed by one ""native"" and one ethnic minority group; the two members of the couple will be the emotional support and point of reference for each other.In the interim, the mobilities partners will develop the knowledge, skills and competences of selected participants by employing different methodologies of Non-Formal Education in a joint learning process. Using selected methodologies, such as Forum Theatre, Education Through Sport and Digital Storytelling, which possess specific features to approach the delicate topic and issues addressed by the present project.The main tangible results of the project will be the Toolkit “Ethnic Unity”, containing all the results of the research phase as well as the workshops employed and tested during the BMYP and the Social Awareness Campaign created and managed by the BMYP participants as Ethnic Harmony Ambassadors. Participants will create content that will be shared during the campaign.The project is expected to have a significant impact on participants in emotional, relational and educational terms. Participants will:raise awareness of mutually respectful cooperation, exchange of views, visions and values; overcome their sense of marginalization and self-exclusion, leave their safety zone and feel part of a community united by common values and goals.Expected long term impact is to engage a stable cooperation with schools to initiate a yearly program in which students will be involved in specific raising awareness activities that will exp"

Education Through Sport (ETS) for Youth Equality (EYE) as a methodology aims at creating new educational opportunities and innovative approaches for the personal fulfillment of youth (18-30) with intellectual disabilities (ID) in Europe. The ETS method aims to use sport in an informal way to support both the physical and mental development of young people with and without ID. The method can be used in different settings and are not specific to sport and can be used by non sports organisations (residential centres, schools etc.) who wish to bring sports activities or physical activity to their various groups. . The project was developed and managed by 3 partners - SO Olympics Europe Eurasia Foundation (SOEEF- Lead Partner), Mine Vaganti and the Bulgarian Sports Development Association. Project Objectives The project aimed to create new educational opportunities and innovative approaches for the personal fulfillment of young people with ID in Europe. The key activities of the project were: 1. A report outlining the results of a comprehensive research on the best practices and education methodologies of sport educationand ETS involving young people with intellectual disability or impairments, as compared with the existing offer across partnership countries 2. Development of the ETS for Inclusion Training Format based on ETS applicable across sectors and countries for the inclusion of intellectually disabled and impaired young people by means of the Education Through Sport methodology. 3. A short-term joint staff training event for youth workers and sport trainers that took place in December 2019 in Italy. It involved 15 participants totally, 5 from each partner country. They participants were youth workers and sport trainersdealing with intellectually disabled or impaired young people in youth and sport contexts. 4. Development of a manual called “ETS for Inclusion Guide for Youth Workers and Sport Trainers” (Training Guide) which was carried out by the participants from the training event in Italy through testing on coaches and young people with an ID. 5. Development of a web platform complying with high-end standards of accessibility (in particular, accessibility by people affected by disability) and integrating modules of e-learning enhancing the awareness.6. The development of video tutorials created by youth workers and trainers participating to the project activities. They provideinsights and explanations about the ETS methodologies. 7. Multiplier Events were hosted in each country at the end of the project to showcase the Training Guide and to explain the potential possibilities of using the ETS method to sports bodies, disability organisations and other community groups who work with youth with ID. ParticipantsThe key participants for this project were as follows. 1. Youth Workers and coaches/sports practitioners - this group participated in the Training Event in Italy and were involved in the compilation of the Training Guide that formed a key part of this project.2. Youth with an ID - This group were part of the Multiplier Events and also supported the Youth Workers and coaches in providing feedback around the Training Guide through participating in some of the activities described in the Guide. The Key Results from the Project were as follows:1. Research Report compiled outlining government policy around disability and best practices of sports projects that focused on youth with ID. The report also featured a survey of youth with ID around the provision of sporting activity for them and how participating in sports activities both formal and informal has impacted them.2. Development of Training Guide in 3 different Languages (English, Bulgarian and Italian) that contained information and practical activities that follow the ETS method which will support the implementation of informal sports activities by Youth Workers and coaches for youth with ID.3. Hosting of 3 Multiplier Events in Ireland, Bulgaria and Italy which showcased the project results to key stakeholders and practitioners working with youth with ID.4. Production of resource videos highlighting specific activities for youth with ID that are based on ETS methodology. These videos are available on the project website - https://learnthroughsport.net/eye-videos/ Impact- Impact on the youth workers and coaches saw an improvement in soft skills such as flexibility, teamwork, creativity, self-confidence, tolerance and recognition of the positive value of diversity. - The youth workers and coaches learnt how to include young people with ID in their activities through the various individual games as well as adapting their approach to coaching/person development. -Participants also developed an enhanced awareness of how sporting activity can support the physical and mental development of young people with ID

Digital exclusion is one of the main challenges European Union is facing. It is a widespread and growing phonomenon that leaves a great number of people not able to benefit from the chances and opportunities that living in digitalized European societies have to offer. People with low digital competences are less likely to find and maintain stabile income jobs, access educational offer that could increase their qualifications and face a growing risk of permenent marginalization, hence the difference between advantaged and disadvantaged groups is growing. As European Union keeps promoting access to internet and computers and reaches successes on this field, the problem we define is that many people at risk are reluctant to use technologies to change their life situation. According to Digital economy & society summary published by Eurostat (2018 edition) 84% of the EU's population uses internet. Hence, the challenge we would like to address is not simply lack of access to technology but rather lack of knowledge or willingess to use them for improving one's life conditions. According to the document quoted earlier, some of the most common online activities are participating in social media, reading news and looking for information. By the activities foreseen in this project we would like to provide adult learners with innovative yet simple tools that would help them look at digital world from a new perspective and use the resources they have access to (mobilie phones, internet) to improve their life conditions and also contribute to the positive change in the local communities they live in. The two main methods we chosen to constitute the basis of this project are connected to the context described above. Participatory media approach is very inclusive and aims at empowering both individuals and groups to raise their digital competences, but most importantly to raise their voice and advocate issues that are important for them, both stating what prevents them from development and helping them developing realistic plans for improvement that, in a long term, shall help them becoming more independent, successful citizens of Europe. We find it crucial to conduct this project transnationally as the problem we identified is a common European challenge, but the solutions to address it should be also adjusted to different realities existing in different European societies. Target groups:1. Adult people at risk of exclusion due to various factors, such as low education/low skills level; unemployment/low income jobs; living in geographically disadvantaged areas (either distance rural or deprived urban comminities); having migration/refugee/minority background. 2. Educators and personnel working with adults at risk. The specific objectives of this project are as follows:1. Promoting ICT uptake amongst adult learners at therefore prevent them from permanent social exclusion2. Raising the professional capacities of educators and other personnel working with adult learners at risk, especially as for equipping them with practical methodologies that will help them organize activities that are specifically addressing the needs of their target gorups3. Developing an innovative educational output (digitalized training course) as a way of empowering excluded groups and promoting active, digital citizenship.