Erasmus+ K2 – EN


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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KA2 – Partnerships for adult education

TITLE OF THE PROJECT: Adult Education Through Sport (aETS)

PROJECT DATES: 01/09/2019 – 28-02-2021

The “aETS” project is a 18 months Strategic Partnership organised by for organisations from Poland, the UK, Italy and Bulgaria. Project seeks to support adult educators, extending and developing the competences of educators  and other personnel who support adult learners and well as to promote open education and innovative practices in a digital era 

The project uses Education Through Sport (ETS) Methodology to support adult educators

The project pursues the following specific objectives: 

  • To build up competences of non formal adult education practitioners for using Education Through Sport (ETS) methodology 
  • To explore ETS methodology in terms of practical examples, promote and improve its use in adult education all around Europe 
  • To share best practices of using sport in adult education
  • To develop relevant innovative outputs referring to the ETS Methodology and enrich the range of already existing ones 
  • To enable the participants of the project, to act as multipliers of ETS approach within their local communities and thus foster its use around Europe and the world 
  • To create long term cross a sectorial collaboration among diverse entities with the aim of working  for support policy reforms in the field of adult education and sport at the local level 

In the framework of the project there will be 3 Intellectual Outputs created: 

  1. VR manual created (9 videos);
  2. ETS Toolbox12 new practical methods/exercises, using sport for educational purposes, out of the whole project 
  1. OER on ETS – smartphone app and online platform, gathering the outputs
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KA204 – Partnerships for adult education

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

The project is a strategic partnership aimed at promoting up-skilling and re-skilling of adult migrants (18 to 35 years) facing social exclusion with basic craftsmanship skills in EU countries through an innovative educational format integrating transversal and entrepreneurial skills and an e-commerce platform to sell their traditional hand-crafted ethnic products.  

More than 2 years ago, the applicant, Mine Vaganti NGO, has started an integration path involving migrants at a local level in Sardinia intended to increase the value of differences. It led to this project, in which the applicant wants to test this upskilling path at EU level. Mine Vaganti NGO observed that large portions of adult migrants come to the EU with a set of valuable but unused craftsmanship skills. Upskilling adult migrants transversal and entrepreneurial skills will remove barriers to entry in the EU labour market. 

Upskilling adult migrants transversal and entrepreneurial skills will remove barriers to entry in the EU labour market. 

An analysis for the EU-28 population aged 25-54 shows that in 2017 just over one third (35.4 %) of non-EU-born migrants had successfully completed at most a lower secondary level of education. These results show a clear need for education, lifelong learning and upskilling for adult migrants (Eurostat, 2018).  As explained by Eurostat (2015), the working age of the migrant population (15 to 64 years) is 78% of the total and migrants in the EU are mostly in the 18 to 35 age range. Therefore, it could be an impacting workforce with a high employability potential. Obsolete working skills are one of the most important causes of social exclusion. NGOs already working with migrants will be at the core of the partnership and will engage the target group in project activities. 


  1. Promote the re-skilling or up-skilling of migrantsbasic, transversal and entrepreneurialcompetencies through a new upskilling path to give them the capacity to valorise their handicraft skills; 
  2. Valorise skills and competencies of crafts migrants in the e-commerce field; 
  3. Build capacity of self-entrepreneurship for a sustainable and independent life;
  4. Promote social inclusion of migrants in EU countries by empowering them to enter the job marketthrough newly acquired competencies. 

Target group: 

The general audience of migrants with obsolete skills and the social workers in the field of migrants integration, mostly at the local level of participating organizations, and the staff working in the field of migrants inclusion. 


Transnational Project Meetings: 3 transnational project meetings are planned during the entire duration of the strategic partnership. 

Intellectual Outputs:

1. A tested and validated educational format to teach basic, transversal and entrepreneurial skills specifically applied to the field of craftsmanship; 

2. An e-commerce platform specifically dedicated to the selling of ethnical handicraft products to be used by crafts migrants that should be fully operative by the end of the project. Generated income will grant the sustainability of this project output; 

3. A comprehensive digital toolkit to support the e-commerce platform; Multiplier Events  5 National Events and a final international conference  

The multiplier events will aim to raise awareness at the local level about the potentiality of adult migrants craftspersons skills and how they can be used to re-integrate them in the labour market. 

The Ethnicraft final international conference will be aimed at stakeholders in the field of adult education coming from different sectors, such as training institutions, labour market stakeholders, organisations for active citizenship, policy-makers, public bodies, trade unions and other educational institutions. 

Learning, Teaching, Training Activities 

Blended mobility for adult learners directed at migrants craftspersons. It will be a training course during which the training format will be tested and validated. Basic skills, such as language, transversal skills and entrepreneurial skills will be taught to adult migrants by an NFE methodology. Trainees will get acquainted with practical learning instruments such as the management of real case scenarios and the drafting of a business plan. 

The project aims to create an e-commerce platform to sell their traditional hand-crafted ethnic products.

Expected results 

The project envisages to produce the following main results: 

  • A tested and validated educational format to teach basic, transversal and entrepreneurial skillsspecifically applied to the field of craftsmanship; 
  • An e-commerce platform specifically dedicated to the selling of ethnic handicraft products to beused by crafts migrants that should be fully operative by the end of the project. Generated income will grant the sustainability of this project output. 
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Erasmus+ Key Action 2 – Strategic Partnership in the youth sector

Work Based learning – the entrance to the professional future


PROJECT DATES: 01/03/2019 – 01/08/2020

Organizations actively involved in the youth sector have specified various problems related to the stagnating youth unemployment tendency in Europe. Observing the official data and statistics since years and analyzing them, the project idea has been born and developed since a lack of professional/vocational competences in accordance with the needs of the labor market has been detected.

Moreover, problems connected with skills mismatch, as well as a lack of entrepreneurial spirit and life skills education are some of the issues identified and often faced by youth while trying to gain positions in the job market. Therefore, the necessity to react and provide solutions regarding those issues seems urgent because the transition from education to work becomes more and more difficult for the young people nowadays. As a committed organization within the field of international learning mobility, Horizon ProConsult Ltd has decided to undertake action in order to bring its contribution to the current situation.

Work Based Learning aims at creating youth-centered empowering environment for enabling young people to undergo WBL mobility

The partnership aims at offering and exchanging expertise in terms of creation of empowering environment for work based learning mobility, and thus will seek to provoke a long term impact for securing a positive future for the young people living in the EU community. The current project aims at creating youth-centered empowering environment for enabling young people to undergo WBL mobility and promotes holistic approach for fostering youth employability by bridging non-formal, formal education and labor market sectors, contributing to the creation of long term multi-level cross-sectorial networking and cooperation.

The following project objectives have been specified in view of bringing positive solutions to the described situation:

  • To build up competences of youth workers to become leaders of WBL empowering environment and to create strategies that promote WBL mobility as a complementary educational path in order to boost employability of young people
  • To foster cooperation exchange of knowledge and capacity development in the field of work based mobility between the partner countries
  • To create and reinforce synergies between formal and non formal educational sectors as well as labour market so as to set up a favouring environment for cross-sectorial cooperation in view of enhancing youth employability
  • To provide youth organizations with guidance and tools for bridging sectors in view of creation of empowering setting for work based learning
  • To create conditions and support the development of cross-sectorial networking on EU level thus set up a space for creation of new work based learning mobility opportunities and their accessibility for young people
  • To encourage the development of a multilevel cross-sectorial system that concretely fosters learning through other than formal educational means and especially through direct involvement in working practical assignments and activities

Activities foreseen:

– Kick-off Meeting – April 2018, Venue: Sofia, Bulgaria;

– Training seminar regarding building up competences and expertise of youth workers in terms of creation of empowering environment for WBL mobility opportunities – June 2019, Venue: Zaragoza, Spain;

– Local work phase – specific meetings with youth with fewer opportunities and NEETs and with Stakeholders;

– Mid-Term Evaluation Meeting – November 2019, Venue: Larissa, Greece

– Empowering seminar on how to support best implementation of WBL schemes, best practice sharing and drafting recommendations – Feb 2020, Venue: Sofia, Bulgaria;

– Final Evaluation Meeting – July 2020, Venue: Sassari, Italy.

You can find more information in this PDF about Work Based Learning

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KA2 Youth “ETS for Youth Equality”

“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.

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KA2 Youth “RevenYouth LAB” (RYLAB)

“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.

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KA2 Youth “EntreprenHour”

“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.

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