Today's world is based on internet and social media. People with intellectual disability also use internet in a more and more common and sophisticated way. They are encouraged to this, because thanks to digital inclusion they can become full citizens of the society and do not stand in the worse position when looking for work. Internet, due to its universality and accessibility, however, carries many risks. Cyber violence and the antidote of cyber safety are fast becoming a global concern for governments, educational authorities, teachers, parents and users alike.Some aspects of internet endanger safety of all - children, teenagers, adults and seniors, regardless of whether they are people with or without intellectual disabilities. But it can be concluded that people with intellectual disabilities are more vulnerable to various types of fraud and cyberbullying.Because of limited founds of public centers for people with disability, staff leading computer labs are often therapists, who are left alone, with no IT support and sometimes they have no skill to resolve problems they meet during their everyday work. Sometimes they are not even conscious of problems.The project idea is to define the dangers of work not only in internet but also in a computer environment, met in computer labs and workshops used by people with intellectual disability. Together with dangers and risks list the answers and solutions will be worked out. All this knowledge will be accessible in form of a database, where labs leaders and staff can find information. The database will be also accessible for persons with intellectual disability. Rules will be given in an easy to read text. The main effort in the project will be focused on safe labs. One of the aims of the project is to create safe and favorable condition for people with mental disabilities working in computer labs. The Certificate for Safe Lab will be created and introduced. Certificate for Safe Lab will guarantee that a place, where people with mental disabilities work is safe in this area. The set of requirements with the descriptions how to fill them up will be prepared in the form of a Guide of Safe Labs Certificate.In the project Main National Trainers will be trained according to the Guide to be able to help in improving computer labs safety and training people with disability in safe internet behaving. The worked out program of trainings will be published. The databases, the guide, the certificate idea will be presented during local, national seminaries, where parallelly a course for people with disability will be conducted lead by Main National Trainers and Supporting Trainers - persons with intellectual disability.The project results and objectives are aimed to staff leading computer labs and workshops in the Activation Centers or Occupational Therapy Workshops and for their learners with intellectual disability.

Context In the context of today’s alarmingly high unemployment rated, partly resulting from the difficulty of graduates to find workplaces in accordance with their interests, abilities, skills or personality traits, this project aimed to cater for needs of young European citizens in secondary schools to find a suitable career path and make the right career choices in full self-awareness and having access to information regarding the general economic environment of the European labor market. The project also targeted the development of students’ entrepreneurial skills and offers them opportunities to connect to universities, local/regional/European institutions or private companies with the same scope.The project planed to develop students’ adaptability to the European labor market, who analyzed their own marketability, increase their flexibility and align to the concept of lifelong learning and flexible career options.ObjectivesStudents did:1. develop communication, interpersonal, planning and problem-solving, ICT, investigation and data manipulation skills;;2. use various tools increasing their employability and create strategies to apply in meetings and interviews;3. identify gaps and business opportunities in the European market and develop entrepreneurial initiative;4. align themselves to the provisions of international business etiquette;5. develop joint business plans that will promote transnational cooperation; 6. use a wide range of ICT tools.Other project-related objectives refer to the promotion of the rights and the values that come with the European Citizenship and to providing the opportunity for students to acquire knowledge and a deeper understanding of the cultural and linguistic diversity characteristic of the European community.Number and profile of participants: Our project allowed students from 4 schools from 4 different European Countries to come together to establish linguistic and intercultural understanding. There were 4 project meeting with the participation of 60 teachers and 64 pupils+16 teachers mobility with PUPILS EXCHANGE. More than 1200 beneficiaries were impacted at the end.The project aimed to involve students coming from socially and financially challenged backgrounds in equal proportion with students coming from average-income families. Also, there was a number of 8 SEN students directly involved and numerous others who indirectly benefited from the partnership Methodology:PREPARATION - Project teams were created / Erasmus+ corners were prepared / Digital monitor were placed / Posters and brochures were designed / Students contacted each other / Project was presented to beneficiaries / Conferences for stakeholders / Applying initial questionnaire and evaluation formIMPLEMENTATION - description of activities:Transnational meetings – only for teachers - to plan the project schedule in detail, to prepare and assess activities and to apply the evaluation tools and offer feedback on the project. The teachers who have the duties for intellectual output also discuss their working plan and implementation according to the frame established in the application form.- 4 planned coordinator meetings:M1 - at the beginning of Year 1 (to plan the activities for the first year);M2 - at the end of Year 1 (to evaluate the project activities and their impact);M3 - at the beginning of Year 2 (to plan the activities for the second year);M4 - at the end of Year 2 (to evaluate the project activities and their impact, to write the final report).- 2 student exchanges:C1 – Romania (Year 1)C2 – Slovakia (Year 2)FOLLOW-UPThe project was evaluated at the start, during and at the end of the project using various specific tools – questionnaires, feedback forms, observation, surveys etc. and were disseminated at the local, regional, national and international level in the mass-media, on the internet and during offline encounters with representatives of local communities.ImpactYoung people developed the basic life-skills and competencies such as teamwork, adaptability and entrepreneurship necessary for their personal and social development, for their future and for becoming active European citizens. The exchange of good practices enabled students and teachers to develop learning/teaching strategies. The schools became visible in their communities and set examples for other schools to follow. The project activities were embedded in each school's curriculum through the teaching of entrepreneurial education, career counselling and foreign languages. Long-term benefitsStudents improved their career prospects and made adequate choices in full self-awareness. They were able to identify gaps in the local economy to develop new businesses and projects which leaded to the social and economic development of their communities. They became more responisble European citizens embracing values such as tolerance, respect, solidarity.

All partners in the “Otherness” project share the idea that every individual is unique, equally worthy and has the right to live according to their beliefs, customs, practices and established behavior rules. Nowadays we live in a world in which globalization and migration have brought together people from different ethnic origins, religious backgrounds, beliefs, traditions and languages. But sharing a common space does not automatically result in opening yourself to Otherness, trying to understand differences, valuing diversity and building common grounds for dialogue. Human rights, diversity, tolerance and non-violence related issues have become even more important considering the Charlie Hebdo shooting and all alerting January 2015 events in Paris and the following violence acts in other places round the world. All “Otherness” partners come from countries which are at the EU external borders and also have large minority groups, which makes project objectives even more relevant in the context they exist. The project involved 4 partners from Bulgaria, Greece, Italy and Portugal. The participating institutions, 3 NGOs and a university, have strong background in designing training resources and providing trainings in civic education related topics and non-formal and formal education approaches. We believe that schooling could play a key role in overcoming the historically developed negative attitudes to human differences, which is one of the key objectives of the project. Project activities aimed at supporting students in being open-minded, understanding and valuing diversity, knowing and respecting human rights and being actively involved in community life. The realization of this role suggests that teachers have the knowledge, skills and tools which will enable them to provide training activities for students in the project subject areas. The target groups of the project are (1) Students aged 12/13 -15 (lower secondary school age) when they start consciously shaping attitudes and concepts; (2) Teachers and (3) Local communitiesProject activities and outputs comprised:1. Researching (Output1): relevant initiatives, strategic documents and available research papers on the way Otherness is reflected in school books and supplementary teaching materials in the participating countries and students' attitude to otherness in the allocated educational institutions prior to project activities.2. Designing a training programme (Output2) for raising students’ sensitivity to Otherness, cultural differences, skills for intercultural dialogue and active involvement comprising 2 complementary products: a Digital tool for students and a Teachers' manual. The themes are Human rights, discrimination and prejudice; Diversity and Identity and citizenship. Each theme is presented in the teachers' manual and supported by e-resources in the Digital tool with relevant activities. 3. Transnational training activity 1 (C1) for teachers from selected schools 4. Piloting the Training programme in the selected educational institutions during school year 2016-20175. Feedback and recommendations from participating teachers and students in the pilot trainings6. Upgrading the Training programme to meet teachers' and students' recommendations7. Transnational training activity 2 (C2) for teachers 8. Final implementation: teachers from C2 run trainings in the institutions they teach in during school year 2017-20189. Evaluation - survey on students' attitude to OthernessProject activities resulted in acquiring new knowledge and skills, and changing attitudes as follows:Students learned about Human Rights; to believe and respect human rights to a greater extent, i.e. no matter what a person does, or thinks, or likes, or looks like, they can live a life of dignity with all their human rights respected; to value better every member of society as a human being and feel valued themselves as human beings; feel able to contribute more and get involved in community life.Teachers got the knowledge of basics in Human Rights, Diversity and Involvement education; mastered skills which enableed them to discuss questions on existing notions of human differences in modern society and run relevant activities; responsibly accepted a code of behaviour so that all their actions and interactions bear respect to Otherness and students’ individuality; got to use modern non-formal education methods both in project trainings and their routine teaching jobs.In the long run, we expect the students who have participated in the project, to grow up and become open-minded and valuing Diversity citizens and build societies of non-violence based on collaboration, assertiveness and integrity.

The Starting Up – Accelerators of entrepreneurship 4 inclusion project is aimed at young people with intellectual and developmental difficulties (IDDs) with a degree of incapacity up to 60%, this group hasn’t had opportunities to continue studies or to enter the labour market.In 2018, the first Higher Education course for young people with IDDs (see https://siese.ipsantarem.pt/ese/cursos_geral.FormView?P_CUR_SIGLA=LDMT) started in Portugal (at the Higher School of Education – Polytechnic Institute of Santarém), an initiative that has mobilized civil society, the business world and the police makers themselves for this problem, and which needs to be further developed, not only in Portugal but in all Europe. In other European countries, other courses and initiatives have been developed for this public, however with low expression in what concerns the insertion in the labour market.The Portuguese Government recently approved and published a law (law nº4/2019) regarding minimum number of employees with disabilities in companies with more than 75 employees, this law actually comes into force in the month of this project submission (February 2019).In this way, with non-formal methodologies, it is intended to develop competences in young people with IDDs disorders for insertion in the labour market, both as employees and as self-employed entrepreneurs with innovation and social concern.This proposal is in line with the National and European challenges. In fact, the relevance of the project is that it matches OECD reports (e.g. OECD, 9 Feb. 2018), in which international experts insist that, while indispensable, the reinforcement of funds and the increased value of practitioners and institutions are not yet contributing consistently to innovation and productivity growth within the priority areas of social and labour inclusion.In spite of this, some of the priority areas and sectors are still in need of a genuine and adequate analysis, being scarce or lacking in initiatives to include young participants with intellectual disabilities in the labour market. The project will produce outputs that are innovative for its field, since it presents a unique training system that is specially adapted to students with IDDs and to the youth workers that work with them, a job network platform for enterprises and young graduates adapted to the needs of both employers and employees, and tools to help students to create and organize their CV, portfolios and other materials. In terms of impact we expect this project to increase the awareness to this problematic and to increase the chances of this young students to enter the labour market. This is especially important, because it demonstrates the lack of attention being paid to young people with disabilities. Therefore, implementing this project will certainly raise the chances of them being more integrated in the society.We expect the project to remain sustainable, assuring that the developed content stays available and accessible long after the funding. Also, by maintaining the job platform network we hope to constantly increase the network of stakeholders (e.g. associations, enterprises, schools) that will keep the project sustainable. Lastly, with this project we hope to influence policy makers in creating state programs to address this issue.

<< Background >>From an international perspective, which recognises the great importance of skills and competences acquired through Higher Education, the role of universities is increasingly important, becoming a key element for the future of Europe (European Commission, 2006). In fact, this issue is framed in a WHO directive (2020) calling on governments to focus on the training of health workers (Nursing and Midwifery), reinforced by the International Year of Health and Care Workers (YHCW), designated by the WHO (2021) in view of the current SARS-Covid-19 pandemic. If we focus on sexual competence, it stands out that, in the teaching and learning process in Higher Education, in part of the countries of the southern fringe of the European Union (EU) (Spain, Italy, Portugal), there is a standardised curricular dimension guided by a behaviourist line based on a biological vision. Even the theoretical and clinical teaching of sexuality is approached from a reproductive health perspective. If one takes into account that the factors that influence sexuality are also sociocultural, the need for sexual competence training with a more holistic vision becomes evident.This is why this project is requested, as it aims to carry out a cross-cultural and multidisciplinary training approach with the introduction of a comprehensive sexuality education model in Higher Education. Furthermore, it contributes to strengthen this in other social fields (youth associations, women and immigrants), bringing new visions in the field of sexual competence beyond our borders and to the modernisation of sexual education in the socio-health field. The transnational approach becomes a basic requirement, promotes intercultural dialogue and enables awareness of a new Europe enriched by different cultures. In line with goal 5 of the UN Agenda (2030) our project aims to train in sexuality education to achieve gender equality by empowering women and girls. In fact, the EU and the UN promote the Spotlight initiative (2020), which aims to eliminate all forms of violence against women and girls in line with the project. In addition, the pandemic caused by Covid-19, has unbalanced the gender balance, so it is of utmost importance to include this issue.In order to frame the approach to the needs of the project, it is subdivided according to the actors involved in the project:1- For students: increasing knowledge; enhancing critical thinking; acquiring intercultural awareness/practical skills and constant practice; opening up to sexual, social, gender and cultural diversity by fostering a sense of belonging to the EU;2- For teachers: increase sexual skills/competences; use innovative pedagogical approaches focusing on students, migrants, women and young people, face-to-face/distance at international level; possibility of comparison/cooperation with other European universities; 3- For the universities involved in the project: facilitate theoretical/practical sexual competence; possibility of mobility and cooperation between EU partners; develop innovative educational approaches (gamification); produce face-to-face/distance learning formats; strengthen EU inter-university networks.4- For social and cultural groups: promote intercultural rapprochement and respect on a sexual level. Promote critical thinking.5- Degrees in Nursing Universities outside the project: facilitate the free use of distance learning formats on sexuality; promote the development of sexuality education within the European nursing profile.6- Degrees in Higher Education outside the project: facilitate free access to distance learning formats on sexuality.<< Objectives >>It aims to achieve:- To develop sexual competence in Higher Education; fostering a sense of belonging in the EU and discovering its cultural diversity in the field of health.- To develop transnational sexuality education tools by strengthening networks of partners and increasing the capacity to act together at international level.- To promote collective sexual awareness from a multidisciplinary perspective in an integrative way from the European member universities of the project.- To promote multicultural sexual vision in peer-to-peer Higher Education through mobility in European territories.- To generate openness to sexual diversity, understanding, dialogue with sexual, social, linguistic and cultural diversity.- To use innovative student-centred pedagogical approaches to sexuality (gamification), with shared recognition of acquired references, in line with the European portfolio (Bologna Process, 2015); -Produce multilingual distance learning formats on sexuality, gender and multiculturalism.<< Implementation >>The project is divided into the following activity blocks: A.- Activity Block 1: (Research Study/Analysis):Quantitative and qualitative study is carried out.1) Quantitative study: the aim is for students (1st, 2nd and 3rd year) to complete the Survey of Attitudes and Beliefs about Sexuality (SABS) validated from English to Spanish, Portuguese and Italian by this working group. The aim: to find out the needs and shortcomings of the students of the partner universities and the partner university with regard to the subject of the study.2) Qualitative study: the aim is to investigate the difficulties of teachers (theoretical/practical) in dealing with the sexual dimension of the patient. Since this difficulty emerges in the literature, this study is necessary. The approach of this study will be multicentre, observational. Data will be collected through semi-structured interview. This block involves a face-to-face training activity for teachers from the partner universities in the hospital qualitative research unit of reference at Unimore (Italy). The partner university will participate via Teams.B.- Activity block 2 addressed to Higher Education (HE): Block 01: - Module 1: Covert Sexual Violence: Behind Sexual Consent, April (2022). Seattle delivered via Teams (by teachers, experts on the topic), to all students (Partner and Associate Universities).- Module 2: Sexual Diversity: Validating emotions from sexuality, May (2022). Face-to-face in each of the partner universities, taught by teachers, experts on the subject.Block 02: A face-to-face training activity will be carried out in the sexuality unit (Hospital Nacional de Parapléjicos-HNP), for students and teaching staff from all the partner universities. The partner university will carry it out by Teams.- Modules 4: Functional diversity lived from sexuality. October (2022). Via Teams Italy will be taught to all students (partner and associate universities).- Module 5: Migrant cultures: looking at sexuality from a transcultural perspective. Presential in each of the partner universities.C.- Activity block 3 (EC):Block 01: - Module 3: aimed at community training. It will contain 3 activities, one per group (women, immigrants and youth). March/April/May 2022. Face-to-face at each of the Partner universities. Seattle will carry out this activity (March), aimed at women. Block 02: - Module 6: aimed at community building. It will contain 3 activities, one per group (women, immigrants and youth). October/November/December 2022. Face-to-face at each of the Partner universities. Seattle will carry out this activity (December), aimed at young people. D.- Activity Block 4 (Training Guide): to facilitate the acquisition of sexual competence, with a corresponding format applying interactive tools (Toolkit). It can be downloaded from the EdSex website, used by university teachers and interested persons. The activity blocks will contribute to the use and dissemination of innovative pedagogical approaches, focusing on a new formative vision of sexuality for the student body and community, in line with the European portfolio (Bologna Process, 2015). Furthermore, it will help to develop and give permanence to the transnational tools implemented in this sexuality education project after the end of the project. It will be available in English, Portuguese, Italian and Spanish. It will be used by all member countries and stakeholders.<< Results >>RESULT 1. Research study and analysis: it is necessary to visualise the real existing needs. In such a way that, before the implementation of the project, it will inform the research team of the possible contents and practices to be developed within higher education. It is intended to produce a research report, which will consist of:a) Quantitative study using the Survey of Attitudes and Beliefs on Sexuality (SABS) validated from English to Spanish, Portuguese and Italian by the partner universities. It will be carried out with the courses (1st, 2nd, 3rd) involved in the study. Students from the partner and guest universities will complete the survey. The results will be analysed and processed by the University of Unimore (Italy), which will produce a document reflecting the state of sexual competence.b) Qualitative study, being the University of Unimore (Italy) the manager of this result, with the joint participation of the partner universities and the invited university. The interview will be carried out with both theoretical and practical teachers belonging to hospitalisation, primary health care and socio-sanitary devices, without forgetting school nursing. The data will be collected with the prior consent of the participants, eliminating their identification, and will be processed by the Atlas-Ti programme. 9.RESULT 2.- REA-EdSex: Higher Education: hosted within the Web-EdSex platform. The University of Castilla-La Mancha will manage the contents to be included and will advise on their development, following consensus with all participating/invited universities. Two blocks:Block 01: 1st Training Module: Covert Sexual Violence: Behind Sexual Consent; April 2022: delivered by expert teaching staff from the invited university in Seattle to all partners (via Teams).2nd Training Module: Sexual Diversity: Validating Emotions through Sexuality; May 2022: delivered by each partner university. Expert teachers will be available to carry out the planned activities. Block 02: 4th Training Module: Functional Diversity experienced through sexuality; October 2022: delivered by Reggio Emilia staff to all partners (through the Teams). 5th Training Module: Migrant Cultures: looking at sexuality from a cross-cultural perspective; November 2022: delivered by each partner university. Expert faculty/staff will be available to carry out the planned activities.RESULT 3-REA-EdSex: Community (youth, immigrant and women's associations), hosted within the EdSex Web platform. The University of Évora will manage the contents to be included and will assess the development of this, following consensus with all the participating universities and the invited university. It will be developed by all the partner universities by teachers/experts in the topics covered/participating students who wish to collaborate in community training:Block 01:3rd Module: Social Perception of sexuality: urban environment; disseminated in the community during March/April/May 2022 (women/immigrants/youth). The invited partner, will develop this aimed at women in the month of March 2022.Block 02:6th Module: Social Perception of sexuality: rural setting; disseminated in the community during October/November/December 2022.The invited partner, will develop this one targeting youth in the month of December 2022.RESULT 4- Training Guide: To be implemented after the development of at least two training modules. The University of Santarém will manage the contents to be included, prior consensus with participating/guest universities. (Hosted by EdSex Web: 1st block: June 2022/2nd block: January 23).