Erasmus+ Sport Small Collaborative Partnerships

PROJECT DATES: 01/01/2020 – 31/12/2021

The project is a small collaborative partnership in the field of sport whose goal is to prevent radicalisation of young people encouraging social inclusion and equal opportunities in sport. 

The project partners will achieve this objective by creating a network of 8 ambassadors that will reach young people in events at the local level using the Education Through Sport (ETS) methodology. The ambassadors will constitute a transnational network for sport education against radicalisation strenghening the links between project partners and external stakeholders. A comprehensive research will provide the European state-of-the-art about current practices to prevent radicalisation in sport and through sport education. Afterwardss, the ambassadors will realise a set of awareness-raising actions online and sport events.

Radicalisation issues are a part of the prevention od and fight against violenve and intolerance that are part of the EU strategy on sport.

SPort Education Against Radicalisation (SPEAR) encourages social inclusion and equal opportunities in sport

The EU White Paper on Sport (2007) clearly stated the societal role of sport for prevention of and fight against violence and intolerance. The Communication from the Commission Developing the European Dimension in Sport (2011) declares that “racism, xenophobia and other forms of intolerance continue to pose problems in European sport, including at amateur level”. For this reason, the project activities target young people at grassroots level in order to have an impact on a wide audience using sport as a mean for education. These concepts were recalled by the EU Work Plan for Sport (2011-14) in its multi-annual strategic plan. The social value of sport was then reaffirmed because sport has a societal role.

As stated by the Radicalisation Awareness Network (RAN), young people are vulnerable to the phenomenon of radicalisation because they struggle with insecurity, identity and belonging

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HASM intends to undertake the submission of the proposal – application for granting, according to the call ” Not-for-profit European Sport Events related to the European Week of Sport” of the European Program “ERASMUS+” on the subject of “organization of European Week of Sports”.

The positive evaluation and approval of the application by the Programme “ERASMUS+”, signifies and contributes to the institutional authorization of the project itself, the financing of a large percentage of the overall expenses of its materialization and the optimum visibility of the Event in European level.

This projects aims at the creation and promotion of social inclusion through sports by organizing European Week of Sport

The submission of the proposal and its materialization comply with the relevant terms and regulations of European Commission and the specific conditions of the call.

Subject of the project

The project will include the following activities:

  1. Organization and preparation of the sport
  2. Materialization of the event in
  3. Organisation of a final conference in Poreč, Croatia.
  4. Dissemination of the project results and of the Event at European

The duration of the project covers 12 months and its materialization is scheduled for the year 2019 – 2020.

Project Range / Coordination

The project targets comply with the European needs and overall capabilities and will have wide implementation in relation with the existing European practices in the area of Sports, social inclusion through sport as well as the more specified objectives of ERASMUS+ Programme.

The project will be coordinated by HASM as applicant organization, according to the terms of the relevant call, with the support of the European organizations being active in the relevant fields. The kind of the support mentioned is specified in the section of the “sending organization” according the relevant description of ERASMUS+ Programme.

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KA104 – Adult education staff mobility 

MigrActionS (MAS)

According to the “Action Plan on the integration of third-country nationals” adopted by the EC on the 7th June 2016, Education and training are the most powerful tools for integration and the acquisition of basic skills is the foundation for further learning and the gateway to employment and social inclusion. In 2017, the number of people who immigrated to Germany exceeded the number of those who emigrated by roughly 416,000 people and the total population with migrant background reached 19.3 million. In 2016, net immigration had amounted to roughly 500,000. For the City of Essen, the interaction of institutions, specialist service providers, and organizations with the local migrant organizations is an important component of the municipal integration strategy. These associations reach many residents with a variety of original backgrounds and cultures, and are often the first point of contact. This kind of organizations perform valuable integration tasks in their role as mediators and service providers. Germany has undergone extensive immigration and emigration flows throughout its history. Today, more than 22 percent of the population have a migration background. (…) The reactions among the population oscillated between euphoric readiness to take in refugees and violent rejection of those seeking protection, between a “welcome culture” and the demand for isolation, between cosmopolitanism and nationalism (J. Oltmer -2018).  

The project aims to enhance professional development of involved staff member learners due to the acquistion of skills of involved staff member learners, acquisition of knowledge and methodologies of applicant organization and a considerable impact on local communities

Exclusion experienced by Adult migrants consequently influence their descendants. For this reason, the promoter organisationJuBuK will widely benefit from the involvement of Trainers part of its own staff in a comprehensive educational programme, in connections with established European organizations in possession of specific expertise in the field of innovative instruments of nonformal learning who work both on youth and adult inclusion.  

JuBuK wants to invest in the empowerment of its human resources, Trainers, Educators and Board Members, in order to reach 3 different specific objectives: 

  1. Fostering the development of the capacities and operational variety of its staff of experienced educators, with a focus on ETS, NFE and Digital Storytelling in the Adult field.
  2. Establishing regular, long-term partnerships for the exchange of knowledge and good practices aswell as the presentation of joint initiatives, thus extending the scope and outreach of JuBuK’sinitiatives. 
  3. Acquisition of competences of project design and management in the field of specific interest of the organization within the Erasmus+ programme, related to the social support to foster integration and, thereby to the social inclusion and employability of Adults people with migrant background and minorities suffering from educational difficulties.  

Abovementioned objectives will be reached through 3 mobilities as follows: 

5 Trainers taking part in a TC in Italy delivered by the partner MVNGO aimed at developing knowledge, skills and methods to employ ETS methodologies with the ultimate target. 

5 Trainers taking part in the TC in Cyprus hosted by the partner DOREA aimed at acquiring knowledge and skills allowing them to improve NFE competences as well as integrate the Digital Storytelling approach in their regular activities, facilitating communication and intercultural dialogue within the ultimate target. 

2 Board Members taking part in a Job Shadowing comprised of work-based learning in the facilities of the host organization MVNGO, in which are envisaged regular exchange of good practices and brainstorming for the creation of partnership schemes and project proposals in the frame of Erasmus+ Programme KA1 and KA2 Adult Field.  

Main envisaged Impact and results of MigrActionS project are: 

– Enhanced professional development of involved staff member learners due to the acquisition of skills in using the educational approaches of ETS, NFE and Digital Storytelling in a fashion customized to the social needs of the ultimate target group of their regular activities (Adults with migrant background). 

– Applicant organization acquisition of knowledge and methodologies regarding unconventional instruments/approaches of education by the staff members taking part in project mobilities, internaly disseminated and operationally tested by the organization, will lay the grounds for a long-term enhancement in the number, quality and attractiveness of its regular activities with the ultimate target group. 

-A considerable and sustainable impact will be determined on local communities, in particular socialy excluded Adults with a migrant background through the improvement in number, quality and appeal of JuBuK’s activities targeted at serving the human development and social inclusion of these categories through educational methodologies. A long-term impact it is envisaged through the massive promotion and dissemination of project contents with stakeholders at local, regional, national and international levels. 

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Fostering Entrepreneurial Mindset in Migrants through Education (FEMME)

KA205 – Strategic Partnerships for Youth 

“Fostering Entrepreneurial Mindset in Migrants through Education” (FEMME) will develop the entrepreneurial mindset and related hard/soft skills in first and second generation female youth migrants aged 18-25 potential entrepreneurs. 

Direct project target will be first and second generation youth female migrants aged 18-25 from partner countries suffering from socioeconomic marginalization, interested and motivated in becoming entrepreneurs, kick-starting and developing their entrepreneurial ideas. 

FEMME will develop the entrepreneurial mindset and related hard/soft skills in first and second generation female youth migrants aged 18-25 potential entrepreneurs

The project will also directly target youth workers from partners, interested in acquiring instruments of entrepreneurial support to youth female migrants. Indirect project target is the wider audience of disadvantaged migrant female youths in partner countries and Europe as well as the youth operators and organizations who work with the foregoing target either specifically or as a subset of the wider youth population. The project meets the challenge of enhancing the entrepreneurial spirit and education of young people in the EU, in order to increase business creation rates and provide alternative pathways of employability and personal fulfilment to the youth, with a particular focus on female youngsters. 

According to the latest statistical evidence of the EC (see for/women_en), the challenge of female entrepreneurial participation is substantial, with women representing 52% of the total European population, but only 34.4% of the EU self-employed and 30% of startuppers. 

European societies are also at the center of migration and refugee flows dynamics as well as of the related challenge of integrating vast masses of refugees, many of whom are women. UNHCR data quantify in 350,000 individuals the number of third nationals who crossed the Mediterranean Sea in 2016 alone. The aforementioned trend is already at play, and will be ever more in the future, in orienting the evolution of European societies in a multicultural perspective. Nowadays, the overall population of Europe is composed of non-nationals for up to the 5%. 

Far from representing a hindrance to the development of the hosting societies, migrants have recurrently proven to provide an added value to socioeconomic growth by providing an additional pool of entrepreneurial motivation and potential. As highlighted by the EU “Entrepreneurship 2020 Action Plan”, if Europe is to make the most of the opportunities provided by an ever developing and challenging global environment, entrepreneurship is to be made the growth engine of the European economy, which “needs a thorough, far-reaching cultural change”. The Action Plan also points out that migrants represent a valuable component in the foregoing evolution, due to their higher rates of business creation as compared with nationals, yet “Notwithstanding that migrants have higher business creation rates than the rest of the population they fail more due to a lack of information, knowledge and language skills”. Female migrants are motivated to become entrepreneurs but face a set of barriers related to access to training, business support services, language barriers, inadequate management and marketing skills. 

They also represent particularly vulnerable targets in that they compound these barriers with gender disadvantage. The project aims at addressing the challenges identified above by means of providing young female migrants in possession of entrepreneurial motivation with the attitudes and skills needed to start-up and grow their own start-ups.  

FEMME will deliver on this aim through the following: 

– Research for the identification of the training needs of female youth migrant entrepreneurs and their connection with the existing educational offer, carried out by a combination of desk research and surveying. 

– Guide for female migrant entrepreneurs integrating methodologies of self-learning supporting them in giving shape to and developing their entrepreneurial ideas. The Guide will be tested and reviewed in a specific educational mobility with female migrant prospective entrepreneurs. A following local session of Piloting will allow participants to further test the Guide as a tool of concrete orientation in the establishment and development of their own businesses. 

– Training Toolkit for Trainers. The Toolkit will integrate guidelines and methods of NFE tailored to the needs of youth workers willing to implement educational programmes to empower prospective female migrant entrepreneurs. 

– Online modules and Web Platform. Partners will produce a specific Web Platform with integrated elearning modules in multiple languages targeted at an audience of female youth migrants prospective entrepreneurs in Europe. The modules will provide the target with useful information and exercises supporting them in the design and development of their own entrepreneurial ideas. 

Testing of Toolkit and Manual will be delivered in a mobility of youth workers. 

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TITLEJoint Methodologies to Empower Humanities Education  

KA104 – Adult education staff mobility


As EVENTURES KOIN has already reached a high level expertise in social entrepreneurship in the frame of the business sector, board members after an internal debriefing decided it was time to bring the enterprise to another level. Due to the previous experiences matured in the cooperation with IASIS and the predisposition of the members to work with the Adult target, board members agreed to develop a pure social/educational branch focused on disadvantaged young Adults. Supported in the analysis of the wide target of disadvantaged Adults by the veteran IASIS, EVENTURES KOIN board members decided in full agreement to focus young Adult affected by Dyslexia who were forced in early school leave in order to fester a reintegration process in the educational system. Dyslexia is a learning disorder that can cause many difficulties, including problems with reading and writing. People with dyslexia have trouble matching the letters they read to the sounds those letters make. Dyslexia is typically diagnosed in childhood; so, many dyslexia guides focus on helping children manage symptoms of this condition. But dyslexia often continues into adulthood. Some children with dyslexia are not diagnosed until they reach adulthood, while some diagnosed adults find that their symptoms change as they age.  

JMEHE aims at developing competences and organizational capacities of educators with the specific target audience of young adult learners facing dislexia

Joint Methodologies to Empower Humanities Education (JMEHE) objectives are as follows: 1- Developing staff (Educators) competences and organizational capacities in the use of Non Formal Education as an instrument of enhancing the involvement in education and effectiveness of learning with the specific target audience of young Adult learners facing dislexia, who would like to go through a reintegration process in the educational system. 2- Developing staff (Educators) competences and organizational capacities in using Theatre in Education as a tool for enhancing the involvement in education and effectiveness of learning with the specific target audience of young Adult learners facing dislexia, who would like to go through a reintegration process in the educational system. 3- Setting up long-term mechanisms of partnership and regular exchange of information/good practices with high-end European organizations working in the field of Erasmus Plus Adult, thereby enhancing the scope and quality of the organization’s activities in the field.  

Mobilities envisaged in the project: 1) Training Course at Mine Vaganti NGO in Sassari (Italy). The Training Course involving 5 Trainers/Educators, will be delivered through Non Formal Education methodologies and focus on developing participants’ knowledge, skills and competences in using Non Formal Education as a tool for fostering the acquisition of soft skills and transversal skills by young Adults afected by dislexia. 2) Training Course at Asociatia Copii in Sanul Familiei in Bacau (Romania) The Training Course involving 5 Trainers/Educators, will be delivered through a combination of Non Formal Education, Theatre In Education and face-to-face learning. The core topic addressed will be the use of the Theatre in Education method as an instrument of support to learning, reflection and communication of knowledge. 3) Job Shadowing at Asociatia Copii in Sanul Familiei in Bacau (Romania). The Job Shadowing will involve 2 leading staff members of the applicant organization in a process of work-based learning, exchange of knowledge and partnership building in the premises of the partner Asociatia Copii in Sanul Familiei. The tangible result of the Job Shadowing will be the completion of project Manual (third section).  

EVENTURES ΚΟΙΝ aims to employ acquired knowledge and resulting operational capacities to determine an huge impact in its areas of involvement, favouring the establishment of multiplier dynamics. A considerable and sustainable impact will be determined on local communities, in particular the young Adults affected by dislexia through the improvement in number, quality and appeal of EVENTURES ΚΟΙΝ‘s activities targeted at serving the human development and socioeducational inclusion of these categories of adults through education. Furthermore EVENTURES ΚΟΙΝ will implement local meetings with educators from other schools/associations to present the Manual “NFE & TIE join forces to break learning barriers” and its contents in order to create a butterfly effect for these methodologies to be used and introduced in the educational sytems/offer as an envisaged long-term effect. 

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Erasmus+ Key Action 2 – KA205 – Strategic Partnership in the youth sector

YOUNG – Youth Organizations United for Growth

PROJECT DATES: 01/06/2019 – 31/05/2021

Youth Organizations United for Growth” (YOUNG) is a Strategic Partnership project of 24 months, involving 2 NGOs from Denmark and Italy and 1 educational institution from Croatia, aimed at supporting the social inclusion and personal development of youth migrants as well as raising empathic and inclusive behavior among native youths. 

The employment of third-country nationals in the public sector promotes diversity in society and fosters integration. According to the 2015 OECD report on indicators of migrant integration, it gives the immigrant community greater visibility, showing the private sector the way and improving the way the host society perceives them in the long term (European Union for Fundamental Rights  Report Together in the EU  promoting the participation of migrants and their descendent – 2017). In this respect, the problems faced by first generation migrant youth are particularly severe and wide-ranging, as is their overall socio-economic vulnerability. Many youth migrants in European countries face marginalization and social exclusion in due to belonging to fragile components of the wider youth population. These youngsters face substantial inequality with their peers in education, employability, personal development, civic and social participation, compounding them with the cultural and often linguistic barriers typical of migrants. At the same time native youths suffering from the Mass and Social Media influence are hampered in developing tolerance, empathy and inclusive behaviour towards youth migrants YOUNG project aim at tackling both abovementioned issues through a comprehensive strategy involving both target group. Drawing inspiration from the Danish Red Croos Fast track to employment programme in which Asylum seekers had the possibility to meet a volunteer buddy from the host community, YOUNG will apply this best practice in its envisaged learning process, establishing a Buddy system between native and migrant youths involved in the Mobilities and in overall project activities. 

The project aims at supporting the social inclusion and personal development of youth migrants as well as raising empathic and inclusive behavior among native youths.

Project objectives are: 

– Fostering empowerment and inclusion of first generation migrant youngsters through international mobilities, peer-interaction and Non Formal Education applied to Employability and Entrepreneurial Education and Intercultural Competences Pathway. 

– Raising awareness and develop civic sense, empathy and tolerance among native youths towards young migrants peers. 

– Raise awareness among policy-makers, NGOs, stakeholders and the general public about the role of youth NGOs and non-formal learning as active actors in bridging the gap left from the educational system towards the personal development of first generation migrants as well as the fostering social and cultural interaction between native and migrant youths. 

– Providing best practices, knowledge and concrete toolkit among NGOs from different European countries in order to improve professionalism of youth workers, variety and quality of educational activities delivered with a view to enhancing quality and effectiveness of youth work in Europe. 

Tangible Results: 

– 1 Research Report containing statistics and needs regarding first generation migrant youths in matter of social inclusion and integration in the labour market in participating partner countries. 

– 1 Handbook containing the instructions on how to establish a buddy system between native and first generation migrant youth. 

– 1 Manual containing existent best practices on fostering access and integration to the labour market of first generation migrant youth and educational toolkit based on NFE applied to Employability and Entrepreneurial Education and Intercultural Competences Pathway. 

– 1 Blog created by the participants during the first mobility which will be the diary of their shared educational learning journey.  

The project is expected to have a significant impact on participants in emotional, relational and educational terms. Interacting with native peers as buddies and young people from different European countries facing the same challenges and obstacles in a playful and participatory atmosphere, participants will improve their awareness of mutually respectful cooperation, exchange of views, visions and values. 

At the same time, participating in educational initiatives provided through targeted methodologies that offer young participants a chance to improve their self-esteem, confidence in oneself, sense of creativity, responsibility, teamwork skills, orientation to learning in both formal and non-formal contexts, as well as attitudes of active participation and involvement that will be able to incorporate into educational, social and civil contexts. 

Long-term benefit it is provided by participants implementation of local activities acting as Multiplier Ambassadors. Furthermore partners will engage themselves in promote the contents and methodologies produced during the project in order to be used by a large spectrum of stakeholders. 

Applicant Organisation: Forbund af Bosniske og Hercegovinske 

Foreninger i Danmark-SBHUD (Denmark)

Partner Organisations 



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KA205 – Strategic Partnerships for youth

PROJECT DATES: 01/09/2019 – 31/08/2021

Young Female Entrepreneurial Program YFEP is a Strategic Partnership project aimed at developing an entrepreneurial mind-set and related skills in young women with a weak socioeconomic background. The inspiration for the YFEP project is the ongoing EU challenge of enhancing the entrepreneurial spirit of young women, increasing business creation rates and providing alternative pathways of employability and, most of all, young womens personal fulfilment. The challenges that women identify in starting a business include discouraging social / cultural attitudes, lower levels of entrepreneurship skills, smaller and less effective entrepreneurial networks and policy frameworks that discourage womens entrepreneurship. Instruments traditionally used to address these barriers (training and grants) have oftentimes had limited success and need to be better calibrated to the target groups needs. 

The project aimed at developing an entrepreneurial mind-set and related skills in young women with a weak socioeconomic background

The YFEP approach aims at offering young women with the motivation to start a business (alone or with others) an all-in-one program (online contents and tools, workshops, group activities, multimentor support, …) in enlarging their knowledge on entrepreneurship, sustainable management, improve attitudes and foster skills needed to initiate and manage an enterprise, and most of all, empower them with the support of a multi-mentor program. 

In order to reach this wide aim, the consortium is going to: 

OB1_Combine the competences and knowledge of the 6 partners, to build a MULTI-DISCIPLINARY GROUP working to solve the common issues, by consolidating and expanding existing local ecosystem, and equipping them to support the target group during the proposed activities in the 24-month long partnership 

OB2_Modify the EYP program this project is based upon, adding specific elements (multi-mentoring program, entrepreneurial education, how to  involve and talk with families) and having it assessed during the common training. 

OB3_Select and involve 25 mentors among the partners wide number of contacts to improve the proposed multi-mentor program and ensure  adequate support during the program

OB4_Prepare and test a training course aimed at increasing competences and skills in 15 TRAINERS appointed by participating organizations to  instruct 50 YOUTH WORKERS in the use of the YFE program and increasing their capacities

OB5_Elaborate a new way to increase young women transversal skills and boost their selfconfidence and test it with 100 young women, selected at local level by the partners, during the 8 month pilot activity  

A transnational project is needed because a joint approach might be more effective to tackle common social issues related to NEET and youth unemployment, female unemployment in particular. The collaborative community development model can be beneficial to foster better local network connected with other organizations with a good expertise in youth work at a European level. 

The multi-mentors individual and all-around support offered by the program, has the final aim of boosting motivation and guide participants in planning their business step-by-step. The partners will select female professionals with different specialization (finance, marketing, sales, HR management, Business plan writing, business planning, time management) and sharing with the participants the existing links to potential clients and suppliers, in order to create a full functioning and structured support network. In this way, young participants will be empowered and nurtured by senior female professionals with a wide range of expertise and professional background. The activities are performed via a communication and learning platform equipped to facilitate cooperation and communication among all involved parts. 

The results of this project will be, all multilingual: a training course for youth workers and trainers of youth workers, to be tested during a weeklong staff mobility; a guidebook and tools to be used by young women with a business idea and the motivation to implement it, a protocol to engage stakeholders and specialists and motivate them in supporting the young participants, a manual for specialists and experts (women in particular) willing to learn mentoring and coaching techniques and support actively the young participants in their development path. 


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KA201 – Strategic Partnerships for school education

PROJECT DATES: 15-10-2019 – 14-10-2021

Basic skills and key competences are essential for every child, especially in primary school age (I  IV grade), as they lay the foundation for future life success and positive contribution to society. The emerging basic social skills and early experiences influence the child’s understanding of himself and the world. Learning is a key concert in the personal development of every child, from an early school age. A child’s ability to utilise social skills at this young age seems to be crucial in terms of behavior and reactions. It is very important to focus on developing the social competences and skills of students in an early school age. The support in providing basic skills and key competences  regarding aggression and violence is crucial and this is why we should focus on teachers and the development of guidelines for non-formal educational techniques and tools, in order to provide them with the necessary knowledge. In a learning environment, where dynamic teamwork affects integration and success, teachers ought to advocate such skills and develop them so they optimise studentsacademic achievement. Most teachers stated that they themselves never received social competence instruction as part of their teacher education or pre-service training at school, children express their unique personalities and show strong identities, dealing with a large social network. 

The aim of the present project is to offer effective tools and measures for formation of a set of knowledge – skills and competences of primary school teachers for prevention and intervention of aggression and violence at school. It aims to address the problem of violence in all its forms that violates the educational process and the personal development of the students. In order to reach the aim, the partners consider of a great importance the understanding of aggression and violence (as reasons, factors, types of expression, appropriate reaction) and thus one of the most important tasks of the project is to offer improvement of the theoretical preparedness and individual readiness of the teachers to respond to possible situations of aggression and violence. 

The aim of the present project is to offer effective tools and measures for formation of a set of knowledge – skills and competences of primary school teachers for prevention and intervention of aggression and violence at school

The project targets teachers and educators from the partner countries who are working with children in primary school age (I  IV grade) and children from the partner countries in primary school age (I IV grade). 

During the period of project implementation will be studied the reasons for aggression among children in primary school age in different cultural and religious environments, social aspects and educational aspects. Successful practices will be examined in details and they will be adapted according to the specifics of the partner countries in compliance with the principles and the values of the European Union. As a result will be developed prevention action plans and protocols for intervention in case of violence and aggression amongst children. These materials are planned to be the basis of Methodological Guidelines (in Bulgarian, Turkish, Italian and English) for the pedagogues. For the second target group – the students, is planned to be created video materials as guidelines and a children’s online book for the students. These Intellectual products will be created on the basis of the Methodological Guidelines and will comply with the Regulatory framework of the European Union. 

The project foresees 4 Transnational Project Meetings. The first Transnational Project Meeting (TPM1) will be held in Bulgaria and will be organised by the Coordinator. After the TPM1 each partner will conduct a research on the reasons for aggression among children in primary school age in different cultural and religious environments, social aspects and educational aspects. The second TPM will be held in Italy in April 2020 and will be organised by the MVNGO organisation. The project partners working on Intellectual product 1 (Coordinator, KMS, MVNGO and “Filiz“), will present the work on the Methodological Guidelines by far. The 3d TPM will be organised in Turkey in October 2020 by the”Filiz” organisation when the partners will discuss the overall progress of the activities, regarding the intellectual outputs 2 and 3. Will be planned the second training event “Short term joint staff training event on the children’s online book and video guidelines”. The final 4th TPM will be in Italy, organised by MVNGO in June 2021, when will be summarised the overall work on the project, the conducted trainings, the quality and usefulness of the Intellectual products and the partners will prepare plan for the Multiplier events, which will be held in Italy, Turkey and Bulgaria in July 2021, two months before the official end of the project period. 

The project will have two Short-term joint staff training events after the production of each Intellectual output, aiming to train the staff of the organisations and three Multiplier events before  the end of project duration. 

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KA204 – Strategic Partnerships for Adult Education 

PROJECT DATES: 01-10-2019 30-09-2021

In many European countries, refugees who are able to secure employment are overrepresented in sectors with a large incidence of unskilled low-paid employment, such as agriculture, construction, cleaning services, hotels and restaurants, and retail trade (United Nations High Commissioner for Refugees [UNHCR], 2013). Skills mismatch has a negative influence at both the aggregate level and individual level (OECD, 2016b) and prolonged unemployment can negatively affect the community through lower labour productivity growth, lost in production associated to vacancies remaining unfilled and the implicit and explicit costs of higher unemployment rates. 

The partnership will promote peoples RIGHT TO ACCESS SERVICES they need to re-engage in training, thus preventing social exclusion. In this respect, the project makes a direct contribution to the 1st pillar of the European Pillar of Social Rights in 20 principles. Education, training and lifelong learning offering a way to engage and motivate adult learners to increase their basic and transversal skills in order to enable them to participate fully in society and manage successfully transitions in the labour market. 

The partnership will promote peoples right to access services they need to re-engage in training, thus preventing social exclusion

The purpose of the MOTIVATE partnership is offer migrants, refugees and asylum seekers a more efficient way to increase and develop a cocktail of skills (language, digital, employability) and fostering their ability to compete on the labour market of their host community, using non-formal learning methods and a strong mentoring support.  

This necessitates language teachers and social workers, instructors and employment advisers who provide counselling on the spot, to be skilled enough to add element of counselling, mentoring, referral to specialised support services  via services offered directly (as the municipality) or by orienting them to the appropriate service providers. 

New and effective language training combined with vocational needs should be provided to enable migrants to absorb not only the actual language but also the communication skills and technical terms they require for their specific jobs. In particular, the labour market demands special social skills such as being loyal to colleagues and ones employer; being able to cope with changes; being able to be critical in a positive way; to follow instructions; to work independently and to overview and organise work. Most of them are not aware they need to improve those skills to be competitive on the labour market. Thus, it is important to highlight skills and create a positive image of upskilling possibilities and further training, by matching newly arrived migrants, refugees and asylum seekers with migrants who have worked their way up in the system. These are people to look up to, but also people with the same background and who can inspire trust in others. 

The partners need a transnational cooperation in order to

*Offer an innovative and efficient development model, 

*Work cooperatively to overcoming prejudice and foster the acceptance of migrants at a European level 

*Promote the exchange of expertise among organizations active in different fields (employment, training, association, migrants, non-formal education) but all working toward social inclusion and employability for all citizens, old and new. 

The MOTIVATE project contributes directly to the ET 2020 policy objective of Promoting equity, social cohesion, and active citizenship  migrants, refugees and asylum seekers taking part in the projects activities will use different techniques and offer a  comprehensive approach to help migrants to set achievable goals for developing their language and employability skills for better social cohesion and inclusion within their new host community. 

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KA204 – Partnerships for Adults Education

PROJECT DATES: 01/09/2019 – 31/08/2022

Eurbanities 2.0 aims at empowering citizens for being actively engaged in the development of equitable and sustainable European urban neighborhoods. We intend to transfer them knowledge on the tools and methods of citizen participation in urban planning and neighborhood development through the creation of a game based learning tool. Eurbanities 2.0 will rely on the most recent approach of urban participation considering citizens as the co-creators of their neighborhoods. 

The project aims at empowering citizens for being actively engaged in the development of equitable and sustainable European urban neighborhoods

The main target groups of the project are: 

  1. Experienced trainers and educators innon formaladult education, working with disadvantaged citizens and learners; 
  2. Citizens living in disadvantaged neighborhoods or in marginal situation;
  3. Activists and facilitators supporting people on the local level

The project will play an indirect effect on students, school kids in the frame of formal curriculum, and representatives of local authorities and stakeholders launching participatory processes. 

Eurbanities 2.0 is the direct follow-up of the recently finished Eurbanities project. The consortium is thus based on an existing and experienced partnership, completed with 3 new members. The 7 partners represent the main expertise needed on gaming, citizen participation and teaching. 

The main results of the project will be: 

1-The creation of a complex pedagogical method and toolkit empowering citizens for actively participating in urban planning and acting as co-creators of their neighborhoods. The toolkit will contain: 

  1. a) a handbook on Smart Practices with a theoretical introduction of the context, 10 smart practiceson participatory planning and co-creation of neighborhoods, and a summary on the tools andmethods of smart participatory planning; 
  2. b) theEurbanities0 online game and 
  3. c) theEurbanities0 curriculum embedding the game. 

2- A strong and sustainable community of organizations committed to use and improve the method also after the project cycle. 

3- The enlargement of the already existing Eurbanities platform. 

4- A list of Policy Recommendations 

5- A Project Sustainability Plan including and Action Plan for the long term use of the method.  

The project implementation will be based on the critical design thinking method, an approach aiming at the critical and unbiased analysis of a given situation following the stages of design:observation/interaction, empathy, problem formulation, solution deduction, testing, alteration, and reiteration. 

The main activities of the project will be organized into work packages and will cut the project into different phases, as follows: 

1-Good practice analysis and a first part of the needs assessment will take place in the first year of the project, leading to the identification of the main tools, methods and scenarios of participatory planning; 

2-The co-design of the main objectives, messages and elements of the game and the curriculum in the frame of a First Co-design Training Lab and Game Hackathon; 

3-Production of the first prototypes of the game and the curriculum; 

4-Testing of the two prototypes and co-creation of improvements in the frame of two Co-design Training Labs; 

5-Creation of the final versions of the game and the curriculum embedding the game; 

6-Presentation of the projects main outputs and testing of the game at 5 local multiplier events.  

The activities will be centered around 8 transnational meetings including the kick-off and a Final meeting and three transnational Co-design Training Labs destined to learning and co-creation activities. The project management will be implemented by the Lead Partner CRN, in close interaction with the entire partnership: each partner will be assigned to the co-coordination of specific work packages according to their completencies. The overall decisions and conflict management will be realised by the project Steering Committee with the contribution of the Board of External Experts. 

Project dissemination will be a global task of all partners, to be managed in the frame of a distinct work package. 

Eurbanities 2.0 method is foreseen to be used and improved far beyond the project cycle, based on the Project Sustainability Plan. Merged with the results of the first Eurbanities project, the overall Eurbanities learning method will cover the entire cycle of citizen participation in urban processes from the acknowledgement of the challenges, through community building, till participatory planning and engagement of the citizens as co-creators of their neighborhood. 

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