“EntreprenHour” (EH) is a Strategic Partnership in the youth field aimed at promoting the role of Social Entrepreneurship (SE), in combination with Non-Formal Education (NFE) and practical learning, as a tool for enhancing social inclusion and employability of disadvantaged sectors of the youth population.
The direct target group of the project are young NEETs (not employed in education, training or in the labour market) aged 18-25 in all partner countries (Sweden, Italy, Croatia and Germany) and Europe. The indirect target group is composed of youth operators, NGOs, and institutions involved in the youth dimension of non-formal learning (youth centers, sports clubs/associations, and informal groups of young people) at the different levels (from the local to the European), in partner countries and beyond.
The European Union’s “Strategic Framework for European cooperation in education and training” (ET 2020 strategy) prioritizes the development of human capital and the update of existing education/training policies and programmes to the needs of an ever-evolving global reality as a strategic focus for European societies to be concretely withstand the challenges brought about by the XXI century, not least globalization and the transition to a knowledge-based society, offering opportunities of employability and prosperity to all European citizens. The specific objectives underpinning the implementation and monitoring of the Strategy include the reduction of early leavers from education and training to less than 10% by 2020 as well as promoting the acquisition of entrepreneurial skills/attitudes of basic and transversal skills at all levels of European societies.
The European Youth Strategy reflects this approach in the field of Youth by setting specific priorities related to the promotion of youth entrepreneurship, developing young people’s access to high quality education and training as well as reducing early school leaving.
An antinomy between set expectations and factual developments emerges from a context analysis of existing challenges, particularly in sensitive portions of the youth population. The inclusion deficit left open by formal educational setups combines with the structural bias of the labour market against low-qualified profiles, determining a concerning proportion of long-term unemployed among the youth.
According to European statistics, 12,5% of the EU population between 15 and 24 belong to the NEET category. All partner countries are faced by the challenge of NEETs in the youth population (11,9% in Italy, 14,3% in Bulgaria, 4,1% in Germany and 3,7% in Sweden).
The partial inability of formal education and participation circuits to fill gaps in employability, personal development and participation opportunities is a crucial factor hampering the development of skills and competences which would allow youth NEETs to achieve personal and educational fulfillment as well as be actively engaged in their local communities. Thus, fueling a self- perpetuating cycle of disadvantage and exclusion.
EH aims at addressing this challenge through cooperation among countries affected by the massive youth unemployment phenomena. With a concrete focus on extracting the educational potential of Urban Needs’ Analysis, Storytelling, Marketing and Intercultural Communication, NFE shapes the way to foster entrepreneurial empowerment and secure transition from ideas to action in the field of Social Entrepreneurship among the youth.
Project methodology will integrate 4 identified approaches into functionally distinguished components of a comprehensive process of entrepreneurial development:
1) Urban Needs’ Analysis, as an approach for the identification of the grassroots local community needs to be catered by means of Social Entrepreneurship action.
2) Storytelling, as an instrument of structuring business ideas, establishing a clear/cut identity of social enterprises and related initiatives/products as well as fostering internal cohesion through the establishment of a defined corporate identity.
3) ICT, as a crucial area of expertise of a social entrepreneur profile and sector of direct entrepreneurial engagement.
4) Intercultural Communication, as a pathway to foster business development by means of effective communication campaigns bridging cultural divides.
Steps of project cycle will be:
– Sharing and coordinated research on the existing good practices, which will be reported in state-of-the-art Reports and filtered into educational Toolkits for testing with the ultimate target group.
– Testing and reporting: A Blended Youth Mobility involving representatives of the ultimate target group (NEETs aged 18-25) will test each Toolkit (1 BMYP per toolkit) and develop the related learning outcomes in participants.
– Processing: Assessment of testing results to produce an integrated Format combining the areas of learning addressed in the Toolkits.
“ETS for Youth Equality” (EYE) aims at creating new educational opportunities and innovative approaches for the personal fulfillment of young people with intellectual disabilities in Europe.
EYE will leverage the importance of Education Through Sport (ETS) as a driver for developing innovative educational formats and the creation of new methods connecting education and sport. Project final target group is young people aged 16-25 affected by intellectual disabilities or impairments and young people who deal with disability issues in their families/communities.
According to the EHSIS Eurostat survey (2012), people aged 15 years old and over in the EU-27 were affected by disabilities accounting for 70 million. That is 17.6% of the total population. 25.6% of people involved in the survey reported a disability relating to education and training, 38.6% to employment, and 60.9% to leisure activities.
Eurostat pointed out that the prevalence of disability is higher for people with a lower educational attainment. A 2014 Eurobarometer report shows that having a disability or illness is the main reason for not practicing sport at all (declared by 20% of those who never exercise or play sport, compared with 11% of those who do so seldom). Also, the report demonstrates that having a disability or illness is the main reason for 13% of the EU population not practicing sports more regularly (Special Eurobarometer 412, Sport and Physical Activity, Report, March 2014, p.56 and p.5 respectively).
Meanwhile, research shows a strong connection between participation in organized sports and a wide range of positive outcomes. By participating in sport, individuals with disabilities experience improved social skills, self-confidence, self-determination, and increased independence [Weiss, J., Diamond, T., Demark, J., & Lovald, B. (2003).
Involvement in Special Olympics and its relations to self-concept and actual competency in participants with developmental disabilities. Research in Developmental Disabilities, 281-305]
- The experience of the applicant Special Olympics, member of the international Special Olympics network, bears out this assessment and furthers it into the inspiring reason of this project. Special Olympics has developed a program of inclusive sports (Unified Sports) in which people with and without intellectual disabilities train and compete on the same sports teams. Research findings over the foregoing programme have highlighted the critical role played by coaches and volunteers as leaders and role models in promoting its wider goals, namely to encourage the development of friendships and social acceptance of young athletes with intellectual disabilities (Kersh and Siperstein 2007, Norins et al 2007, Dowling et al. 2010).
EYE builds on the mentioned experience by proposing an articulate cooperation among partners experienced in the educational use of Sport, with a specific focus on exploring Sports dimension as a tool of customized personal and social development for youngsters affected by intellectual disability, but it also aims to challenge the stereotyping and marginalization of young athletes with intellectual disabilities.
Individuals with intellectual disabilities (ID) are one of the most vulnerable populations in the world.
Utilizing sport as a medium, young athletes with intellectual disabilities become equals to their peers and as a result, attitudinal changes are witnessed.
ETS will be the centerpiece of the project, as a liaison and tool to foster the inclusion of intellectually disabled youth, their participation in society, and in education/training.
ETS combines sport practice and non-formal education (NFE) with a view to developing soft skills, basic skills, and attitudes enhancing the social inclusion and the transversal dimension of employability. ETS is a very effective tool to raise awareness about the importance of equality and of equal opportunities among young people in and through sport.
The project will focus on developing sports activities that encourage people with intellectual disabilities to participate as citizens in their communities, public life, society, and through the development and implementation of European cooperation whilst promoting awareness to the public of the value of the Special Olympics’ social inclusion.
A key priority is to promote equal opportunities for people with intellectual disabilities (ID) to participate in sports training and sporting competition.
EYE will comply with 4 of the 8 priority areas called for by the European Disability Strategy 2010-2020:
-education and training,
The ET2020 Strategy has among its objectives the promotion of equity, social cohesion, and active citizenship as well as the improvement of the quality and efficiency of education and training. This is particularly relevant for young people affected by intellectual disabilities, who can find an effective inclusive tool in sport education.
“RevenYouth LAB” (RYLAB) is a 24-month Strategic Partnership Youth involving two NGOs from Spain and Italy and one higher education institution from Croatia (tertiary level) with the aim of fostering transition to autonomy and employability/entrepreneurial engagement in the field of Social Entrepreneurship of disadvantaged NEETs aged 18-25.
The project sets itself to achieve the aforementioned core objective by means of capitalizing on the dimension of self-employability education of young people through a set of methodologies the role and potential of Design Thinking, Personal Branding and Coaching in Business Management, in combination with Non-Formal Education, as mutually reinforcing components of a comprehensive and progressive approach to entrepreneurial empowerment.
RY LAB is grounded on the long-lasting cooperation among European promoter entities and on their joint assessment regarding the challenges faced by young people with fewer opportunities like NEETs in the wider purpose of promoting employability alongside learning, training and labour mobility with a view to facilitating transition to the realm of employability as well as between different kinds of jobs, levels and types of education and training.
Unemployment, social exclusion and deprivation of education as well as personal development opportunities affecting the sensitive NEET band of the European youth have grown to be a major area of concern for public authorities, NGOs, and stakeholder entities at the different levels. Within the youth population, young NEETs are one of the most vulnerable targets due to the additional multifaceted sets of constraints and development challenges posed by educational gaps as well as psychological and background-related barriers.
The partial inability of formal education and participation circuits to fill gaps in employability, personal development, and participation opportunities is a crucial factor in hampering the development of skills and knowledge, which would allow NEETs to achieve personal fulfilment, empowerment, and added value and skills.
In this context, the development of innovative comprehensive approaches targeted at developing social entrepreneurship capacities in NEETs offers promising prospects of addressing the issue of skills mismatch, exclusion from participation, and employability opportunities, while at the same time enhancing the social clout of youngsters as providers of added social value to host communities.
Furthermore, the European Commission, in its “Entrepreneurship 2020 Action Plan” highlighted the added value of actions which aim to ensure development and improvement of the socio-economic situation of NEETs, providing them with opportunities of entrepreneurial learning and engagement.
RY LAB will deliver on the priority of fostering social inclusion, employability, and community-oriented personal development of young NEETs through a coordinated partnered effort. They will identify, collect, and improve existing good practices, share successfully tested methods internally to their organizations, and develop high quality educational support schemes to socially oriented entrepreneurship to be tested in real situations, and ultimately, spread as a successful model in the wider community of youth operators, trainers, organizations, and stakeholders.
The above-mentioned aim will be achieved through a self-contained and purposeful flow of research activities, meetings, and learning activities. RY LAB approach to entrepreneurial empowerment is grounded on a pondered combination of the following tools: – Design Thinking. Design methodology that provides a solution-based approach to solving problems related to the personal and professional development, by understanding human needs and ideal typical thinking/association processes.
Design Thinking is extremely useful for discovering dormant potential, such as entrepreneurial attitudes and creative inspiration. – Self- Branding. Set of instruments and activities designed to foster self-introspection, positive shaping of personal identity, planning and development of own personal communication strategy (particularly on Social Media instruments) and acquisition of related digital competences. – Coaching in Business Management. The methodologies of business coaching are facilitative one-to-one coaching with business managers and owners. This method is focused on business success and includes a mixture of short and long-term objectives.
Curricular Pathways for Migrants’ Empowerment through Sport
Partners: Sport Science Faculty at University of Extremadura (SP), BulSport (BG), Champions Factory (BG), RSS (HR) Social Policy and Action Organization (CY), UCYMRU (UK), IFALL (SWE)
“Curricular Pathways for Migrants’ Empowerment through Sport” (CPMES) focuses on employing the methodology of Education Through Sport (ETS) as a vehicle of upskilling and curricular enhancement of Sport operators working on the field with disadvantaged targets with migrant background in the perspective of fostering entrepreneurship in Sport by migrants.
The project pursues the specific Erasmus Plus Collaborative Partnership priorities related to encouraging social inclusion and equal opportunities in Sport.
CPMES aims at answering the challenge of social exclusion of migrants in Europe, with a particular focus on addressing the compelling issue of systematic underrepresentation of migrants in non-playing roles within Sport clubs and organizations in general terms.
EUROSTAT (2017) accounts in a total 20,7 million the number of non-EU nationals living in the EU 28 as of January 2016, accounting for a total 4,1% of the total EU population. The profile of third country nationals living in the EU is characterized by a relatively younger age as compared with the local population, with the most consistent category being represented by working-age adults.
The available statistical findings also indicate a recrudescence in migrants’ flows in coincidence with the still ongoing migration crisis as well as highlight the significant barriers to be overcome for what pertains to ensuring a meaningful integration of the newcomers within the labour market and at the societal level in wider terms.
EUROSTAT accounts depict a frame of consistent disparity between migrants and locals in access to employability opportunities, with the overall EU-28 unemployment rate being 8,6 percentage points higher for migrants than for nationals in 2016. Also, 30,3% of migrants in the EU-28 were assessed as being at risk of poverty and social exclusion against 16% of nationals.
OECD 2015 Report on Migrant Integration (2015) illustrates the structural nature of migrants’ labour market exclusion, indicating that the youth unemployment rate of native born-offspring of migrants is almost 50% higher than among youths with native-born parents, with migrant youngsters being also more likely to be NEETs than youths with no migrant background.
As displayed in the specific study “Racism and Discrimination in the Context of Migration in Europe” (2016) by the European Network Against Racism (ENAR), the dynamics of social exclusion against migrants are for a large share ushered in by practices of racist discrimination/stereotyping (also escalating in violent attacks), ineffectual integration policies and practices of discrimination in recruitment within the labour market.
In the specific field of Sport, the under-representation of migrants is particularly evident and challenging in their exclusion from positions of authority and from overall representation in non-playing positions (see Inclusion of Migrants in and through Sports. A Guide to Good Practice, 2012).
EU policy documents underline the relevance of Sport as an agent of social inclusion for migrant targets, while at the same time stressing the relevance of Sport as an agent of entrepreneurial engagement (Entrepreneurship in Sport).
The EU “White Paper on Sport” (2007) underscore that “Sport makes an important contribution to economic and social cohesion and more integrated societies” while also providing an important contribution to facilitating “the integration into society of migrants and persons of foreign origin”.
The EC’s ”Communication on Developing the European Dimension in Sport” (2011) highlights the substantial contribution of Sport “to growth and jobs, with value added and employment effects exceeding average growth rates”.
The Report “Inclusion of Migrants in and through Sports. A Guide to Good Practices” also underscores the attractiveness of migrant-led Sport initiatives (Migrant Sport Clubs) as realities wherein migrants find more facilitated to engage due to the absence of cultural and linguistic barriers.
A key intermediate step in effecting a greater engagement of migrants in the field of Sport entrepreneurship is the development of the necessary methodological capacities for the vast audience of operators (Sport Coaches and Trainers) working with the ultimate migrant targets through Sport methods in order for them to be able to convey the varied set of entrepreneurial attitudes, skills and instruments composing the profile of a Sport Entrepreneur.
ETS is a meaningful combination between Sport and Non Forma Education (NFE) methods extrapolating and adapting both physical and specific Sport exercises in order to provide a strong lifelong learning outcome, tailored to the needs of society and to the specific educational objectives pursued.
The activities implemented within CPMES are the following:
1- Cross-country research aimed at the identification of existing entrepreneurial upskilling needs of migrants in the field of Sport. The results of the research will be integrated in a Report on Migrants’ Sport Upskilling Needs.
2- Cross-country research for the identification of the existing landscape of professional profiles of ETS educators working in the field of developing entrepreneurial competences in Sport. The results of the research will be integrated in a Report on ETS Profiles, including a pondered assessment over the potential integration, improvements and modification to the skills, knowledge and methods in light of the peculiarities and needs of the migrant target (as identified in 1).
3- The elaboration of a discrete Training Format for Sport Entrepreneurial Educators targeted at operators interested in entrepreneurial education in Sport of migrants through ETS. The Format will be tested in the frame of a Pilot TC involving 5 Sport operators working with migrants per partner organization. The methodologies and results of the Training will form part of an “Handbook for the Development of ETS Educational Profiles” serving as a methodological resources for NGOs, operators and stakeholder entities interested in the development of said profiles.
4- The implementation of a phase of Local Activities at the level of each own partner country wherein the operators trained in the TC will implement entrepreneurial empowerment programmes based on ETS with an audience of 20 locally-hosted migrants. Partner organizations will synthesize the methods, activities and results of the process into a digital self-learning path for migrants interested in acquiring Sport entrepreneurship skills, which will be produced in multiple languages (English plus all partners’ languages) and integrated on project Web Platform as an OER.
5- The establishment of an open-access project Web Platform integrating shortcuts to the educational contents produced (Handbook for the Development of ETS Educational Profiles). The Web Platform will also integrate a multilingual self-learning path for migrants interested in the development of entrepreneurial skills in Sport.
“VET4MIGRE” is a Strategic Partnership in the VET field coordinated by the Danish organization “Crossing Borders”, with MVNGO as a partner organization. Project Consortium comprises 6 NGOs from Denmark, Italy, Greece, Spain and Bulgaria.
The project aims at promoting social inclusion of migrants in the hosting communities and migrant employability in the labour market through fostering the adoption of high quality methods to promote professional engagement in entrepreneurship by migrants.
The aforementioned aim will be accomplished though achieving a set of key sub-results, as follows:
– A Target Group Report based on a context survey done in all partner countries in relation to migrant inclusion in EU local economies.
.- A Guide for Migrant Entrepreneurs.
– A Tool KIt for VET Migrants’ Providers.
– An online Migrants Entrepreneurship Course.
A set of transnational activities will be implemented with a view to pursuing project objectives, and specifically:
1) A Job Shadowing Training Event in which partner organizations’ staff will learn the methodology of fast teaching in Language courses (Bulgaria, April 2019).
2) Transnational Partners’ Meetings:
- M1: Meeting in Humlebaek (Denmark).
- M2: Meeting in Sassari (Italy)
- Meeting in Cenes de la Vega (Spain)
- Meeting in Volos (Greece)
- Meeting in Potenza (Italy)
Life after Sports
“Life after Sports” is a 2-year Collaborative Partnership in the field of Sport project that aims to develop an innovative 3-Stage Dual Careers Programme that facilitates an optimal combination of high-quality training and education to young athletes using face-to-face workshops.
“Life after sports” is coordinated by an international Consortium of parners chaired by Champions Factory (Bulgaria) with the other members of the Consortium being UNIVERSITY OF THESSALY (Greece), ISTANBUL KULTUR VE SPOR DERNEGI (Turkey) Mine Vaganti NGO (Italy), PRVA RIJEČKA HRVATSKA GIMNAZIJA (Croatia) and ASOCIACION DE JUGADORES DE FUTBOL SALA (Spain).
The Programme will target athletes between 15-18 years old, special critical age in which sport and professional transitions take place. In total, 120 athletes coming from the 6 countries will be directly involved in the testing of the pilot programme. Young athletes will be supported by the “Ambassadors of dual career” by the sporting non-governmental organisations as a key figure to facilitate the integration in the labor market. The main aim is to facilitate a successful preparation for combining sporting career of young athletes by bringing them the right supporting training and hence contributing that at a later stage of life they keep a balance between sports training and employment. The project links a series of key activities designed to develop and implement a sustainable training program as the focal point of the project.
In order to reach the project objectives we have planned to deliver the foliage meetings:
1- Kick-off meeting in Croatia
2- Training of “Ambassadors of Dual Career for Young Athletes” in Turkey
3- Transnational mid-term evaluation meeting in Spain
4- Final Evaluation meeting in Bulgaria
The collaborative partners’ work will result in the production of the following Intellectual outputs:
IO1 Research Report on Student Athletes Needs’ Assessment
IO2 “3-Stage Dual Career Program for Young Athletes“
IO3 Guidelines for “3-stage Dual Career Program for Young Athletes” implementation
Education through Sport Network
“Education through Sport Network” (ETSN) is a 12-month Small Collaborative Partnership Erasmus+ Project, involving 5 organizations from 5 different countries with the aim to reinforce an existing informal ETS network and to develop it into an open and transparent transnational community of organizations and experts, who actively use the Education through Sports methodology (ETS). “Education through Sport Network” is in line with several European youth policies in the field of sport.
1. ERASMUS+ Sport programme, which aims to develop the European dimension in sport and to increase cooperation between sport organisations, as ETSN will develop an official network between the partner organisations which will have long-term commitment. ETSN will also contribute to the recognition and validation of skills acquired through NFE, which is another of the milestones of ERASMUS+ Sport programme.
2. European Union Work Plan for Sport (2011-2014) which focuses on establishing sustainable networks between Sports Clubs and Organisations active in the field of sport on an European Level.
The White Paper on Sport – with which the Commission encourages employers, athletes and sports workers to shape labour relations through European social dialogue. There are social dialogue committees for professional football and for active leisure.
4. Europe 2020 Strategy and also EU Strategy on Youth 2010-2018 – which clearly have stated that there is a need of a sustainable impact on how learners develop different competences and use them, on how open they are to change and innovation. The “Education through Sport Network” and its uniqueness – using Education through Sport and Non-Formal Education as tools will significantly contribute to reach these and another one of the main objectives of the EU Youth Strategy for 2010-18, which is “to encourage young people to actively participate in society.”
After conducting an internal survey within the partner consortium identifying the needs of each organization, the coordinating organization reached to the conclusion that “Education through Sport Network” responds to the needs of the consortium members:
– To exchange good practices in the field of empowering youth through sports and thus, build up organisational capacities
– To acquire new Education through Sports tools and programs
– To build up a strong and long-term partnership network with international youth organisations.
The partner consortium of “Education through Sport Network” believes that the youth organisations are the key to tackle the above issues, and it is our main objective to provide opportunities for further education and opportunities for social engagement to all young people. We also believe in the power of sports to do so, because sport is a universal language, a cost-effective and flexible tool in promoting peace, personal and social development. The Partner Consortium is composed of youth organisations committed to empowering young people through sports activities and providing them with opportunities for positive social engagement and fruitful life. All partner organisations work with youngsters from the most deprived areas and from the most disadvantaged backgrounds within their countries.
The Partner Consortium consists of 4 organizations and 1 Sports Club, all of which are active in the field of sport and have in their priorities the ambition to grow, to develop the tools they work with, to improve the approaches to their target group, exploring the innovative methods for education. Moreover, all partners were selected by Champions Factory LTD, bearing in mind their geographical disposition, as they cover the borders of the EU on the South-East (Bulgaria), on the North-West (Ireland), including the South (Italy) and the West (United Kingdom), which ensures great coverage of the European Union.
Winter Sport is Coming
“WinterSport is Coming” (WSC) promotes social inclusion and the sense of European citizenship, fostering rejection of stereotyps and intercultural dialogue through enhancing youth participation in Winter Sports as well as developing a culture conducive to the educational use of Winter Sports among Sport operators engaged in the field.
The project is a cooperative endeavour among 4 NGOs from Slovakia, Italy, Bulgaria and Croatia representing countries faced by issues of youth inclusion, compounded by the challenge of managing diversity.
As remarked by the European Union’s White Paper on Sport “Sport is a growing social and economic phenomenon which makes an important contribution to the European Union’s strategic objectives of solidarity and prosperity”. The educational benefits of Sport for individuals in general and young people in the specific represent a priority of the European Union since the White Paper, wherein Sport is recognized as enhancing the acquisition of knowledge, motivation and skills useful at all levels of personal and professional life. The impact of Sport on individual social inclusion is specifically relevant for the challenges faced by today’s youth in that, as highlighted by the White Paper, “Sport also provides attractive possibilities for young people’s enagement and involvement in societyand may have a beneficial effect in helping people steer away from delinquency”. In the intercultural dimension, Sport provides a vehicle for achieving a meaningful social integration of disadvantaged/underrepresented group as well as for laying the grounds of a positive interaction between local and migrant components at the level of civil society.
The above key dimensions of Sport are recalled and followed-up to in the European Commission’s “Developing the European Dimension in Sport” Communication of October 2011.
Winter Sport represents a substantial, sizeable subset of European leisure tradition as well as of current Sport practice at the amateurial and professional levels.
According to the Report “The Future of Winter Travelling in the Alps” rleased by Future Mountiain International In 2017, Europe can presently count on a total 48,2 million active skiers.
Winter Sports also gather a considerable attention among the European public at large, as confirmed by the “Winter Sport Report” released in 2017 by the International Ski Federation (FIS). According to FIS data, Winter Sports achieved a total 8957 broadcasting hours 6338 million views in Europe between 2016 and 2017.
As the spearhead of a specific Olympic tradition initiated in 1924 and presently arrived at its XXII edition with the PyeongChang 2018 Winter Olympic Games, Winter Sports partake in positive Olympic values and traditions.
In light of the above, Winter Sports promoting and spreading engagement in Winter Sports among young people would contribute to enhancing participation in a crucial sector of Sport engagement as well as, at the same time, enhance the educational dimension of the latter for the needs of young people in Europe.
In the context of a preparatory analysis for the development of the project, partner organizations noted a lack of European initiatives focusing specifically on Winter Sports as a means of promoting social inclusion of young people alongside intercultural dialogue and sense of belonging to a common European identity.
The present project initiative was conceived as a cooperation between the realms of NGO, Sport organizations and Sport practice for the purposes of exploring and releasing the educational potential of Winter Sports in the realm of youth in synergy with the principles and approaches of non formal learning.
The project foresees the implementation of a Winter Sports programme (1 per partner country) involving young people (10 per country- 5 locals and 5 migrants) co-designed in cooperation between Non Formal Education Trainers and Winter Sport practitioners.
WSC will explore the educational relevance and use of Winter Sports across the following dimensions:
– Social Inclusion: Winter Sport as catalyst of inclusive practices inspired to the positive values of Sport practice (fair-play, equality, respectful cooperation, teamwork).
– Personal Development: Acquisition of knowledge, competences and skills (soft as well as transversal) supporting the personal development and fulfilment of the youth both in life and in society (employability, education, participation).
– Intercultural Dialogue: Fostering mutual knowledge, positive interaction and cooperation among young people from different backgrounds (locals and migrants) with a view to contrasting the roots of discrimination and racism phenomena.
Trainers and Athletes will cooperate as an organic work-group in the performance of a specific research on existing good practices, whose assessment and processing will provide the grounds for the creation of the learning programme.
Final outcome of the whole project will be a Guide in multiple languages illustrating the project as well as the methodologies employed/developed therein as a best practice providing a benchmark/model for NGOs, Sport organizations and Sport operators external to the Consortium and to the partner countries.
Blue Social Growth
The objective of ‘Blue Social Growth’ is to develop, organize and evaluate an experimental pedagogical plan for the training of the populations living in small islands to address their pressing issues- like the recent immigration and refugees crisis- through developing blue growth economy social enterprises. It will predominantly target the most needed populations like migrants and refugees, by supporting them to establish collaborative social enterprises. Using action learning and e-learning methodologies on co-creation and entrepreneurship skills it aims to stimulate the needed 21st century skills for the development of socially innovative and impactful, collaborative social enterprise ventures that result from the interaction among the sea and the earth.
In 2016 148,355 migrants and refugees entered Europe (9/3/16) the cumulative arrivals to Greece stands at 144,899. In 2015 1,046,599 migrants arrived to Europe; Greece received 858,608 of them (Mediterranean Update, IOM, 01/16). These populations enter in Europe though the sea and their first point of contact are small islands and coastal regions that are often among the weakest regions in Europe facing already isolation and risk of being deserted. “Coastal areas often face high unemployment… it is our responsibility to help this sector develop and prosper” (EC Strategy Press release, Commissioner Damanaki, 20/02/10). “Islands face considerable challenges…They may lack human capital and possess limited public resources in health, education, research and innovation… EU’s southern islands have seen a large influx of migrants, whilst lacking the resources needed for their accommodation or integration…various studies suggest that islands can become ‘lands of opportunities’ by investing in their relative strengths” (European Parliament Think Tank, Jan 2016). Article174 of the Treaty on the Functioning of the European Union- TFEU recognises the special nature of island territories… Several insular regions and municipalities call for the development of an ‘insular dimension’ in EU policies. “The Union shall aim at reducing disparities between the levels of development of the various regions and the backwardness of the least favored regions. Among the regions concerned…attention shall be paid to…islands” ( EUR LEx, 2016).
“It is the maritime contribution to achieving the goals of the Europe 2020 strategy for smart, sustainable and inclusive growth.…The ‘blue’ economy represents roughly 5.4 million jobs” (EC, Maritime Affairs, Blue Growth, 2016). “There is a need of offshore activities supporting Blue Growth and employment… aim at boosting economic development, environmental services and entrepreneurial innovations – in particular in SMEs in rural and coastal areas.…aquaculture development aims at supporting and facilitating a sustainable economy…support aquaculture productions and communities with innovative solutions and technologies to ensure a sustainable offshore, coastal and inland development and growth”(Horizon 2020 WP Marine & Maritime, 2016-2017. “Coastal areas are important for growth and jobs, in particular for young people” (EC COM 2014, 86 Final). “European Commission recognises the potentials for development of the Coastal areas through both the Strategy for Blue Growth and the initiative for Maritime tourism… A powerful and intelligent maritime tourism will act as a catalyst for the economic recovery in Greece and throughout the European continent.” (EC Press Release, Damanaki Commissioner, 10/03/14).
‘Blue SoG’ focuses on two distinctive but interrelated issues:
a) The co-sharing and co-creation engaging marginalized – bottom of the pyramid- populations as value creation for survival and growth;
b) Learning; new approaches of action and e-learning should be developed, piloted and validated that will provide the skills needed for social innovation and social collaborative entrepreneurship in the Blue Growth Economy. Small islands due to geographic and transportation constraints need specific approaches to education and to establishing co-creation which has to be e-based.
The above actions will be achieved through:
1)A structured research identifying issues and needs of the target group as well as best cases examples of second generation migrants
2)Self-instruction, illustrated handbooks and textbooks on how ‘bottom of the pyramid’ populations can acquire these skills
3) An e-learning training platform with digital channels
4) Action learning training approach with workshops, pitching events and pairing among second generation migrants and refugees, peer-to-peer e-based mentoring and per-venture community engagement coaching through web technologies
5) A validation process of the consultation process and the end results.