"<< Objectives >>Thanks to the implementation of the project, we want to establish mutual, long-term international cooperation with a partner from Portugal -AENIE, increase the digital and educational competences of educators and staff of our organizations, sharebest practices in working with young people struggling with social exclusion (also with smaller ones opportunities), create modern methods and tools to increase the quality of philosophical education and help young peopleunderstand global social change<< Implementation >>We want to establish ""AGORA"" philosophical discussion clubs based on an innovative method of philosophical education, which will include part: eristic, substantive and philosophical, debate, assessment of development opportunities philosopher On the basis of the Club's meetings, there will be philosophical podcasts, two three-day ""AGORA"" conferences in Poland and Portugal, and a post-conference monograph. In addition, the staff of our organizations will increase their social, educational, digi<< Results >>With our project, we want to introduce a real change in local and international society, teaching how to understand the ongoing socio-political processes. We want to share the created podcasts and conference effects in order to improve the quality of philosophical education. The cooperation of our organizations will also allow us to increase digital competences, expand the network of contacts and build the organization's capacity in the field of international and intersectoral activities."

NOTE: THE PROJECT WAS SUBMITTED IN THE LAST ERASMUS CALL. WE HAVE ADAPTED THE PROJECT ACCORDING TO ALL THE EVALUATOR’S COMMENTSWe are immersed in an Era in which the development of ICTs has been growing too fast. Unfortunately, the provision of digital literacy in schools and other education centres has not been developed at the same speed.As a result of this, youngsters do not have solid tools for their professional life that allow them to fully participate in the society. Youngsters have basic skills and are in touch with the most popular tools, although in some cases, these are not the most appropriate for their professional paths. This specially occurs with youngsters who are at risk of marginalisation or have fewer opportunities. They face obstacles to access to high quality education and digital sources/devices. They are not aware of the benefits the Digital Era brings and do not have access to advanced and professional applications.The report Being young in Europe Today- Digital World, from Eurostat (2016) shows alarming statistics from young people. Only half of youngsters have created presentations or documents that integrate text, pictures, tables or charts (59%) and used a spreadsheet (52 %).The lack of skills in youngsters is addressing a big challenge in Europe. With the introduction of ever more sophisticated digital technologies, having sufficiently skilled people to develop and use these technologies is essential, as now-a-days it has delivered negative consequences such as:-Unemployment-Social exclusion in youngsters-Inappropriate use of technologies (cyberbullying, fake news, etc.)-No fully exploitation of new digital technologies, etc.Our strategic partnership, composed by AENIE, Permacultura Cantabria and Future in Perspective, carried out a Context Analysis, Focus Groups and Gap Analysis that demonstrate an urgent need to tackle this situation.We will carry out the project INCLUdiNG (INCLUsive DIgital capacities for youNGsters), composed by the following main objectives and activities: Objective 1: To exchange ICT knowledge and tools focused on Political, Economic (Efficiency), Social and Technological perspectives.Activities: *Participatory Visits in Portugal and Ireland to share all the knowledge and tools each partner apply within their organisations linked with the 4 perspectives. Objective 2: To create a new methodology for the development of lifelong digital capacities.Activities: *Creation of an Intellectual Output: We will create a new methodology which will be based on the knowledge acquired in Ireland and Portugal. The methodology will be documented in an interactive book that will be used by youth workers, young learners and organisations. The final versions of the book will be in English, Portuguese, Spanish and Irish.*Course in Spain: We will carry out a course in Spain to transfer the new methodology to youth workers and youngsters and to evaluate the interactive book.Objective 3: To empower youth with lifelong learning digital capacities.*Dissemination campaign: Through a strong dissemination campaign, youth communities will have access to the interactive book and will be able to acquire lifelong learning ICTs capacities. The dissemination campaign includes different activities, such as:-Multiplier Events: We will carry out one conference in Portugal, Ireland and Spain to disseminate the intellectual output.-Internal workshops: The participants who attended the course in Spain will organize internal workshops to transfer the methodology to their communities.In addition we will carry out 3 transnational meetings for the efficient project management:-Kick of Meeting in Spain.-Intermediate Meeting in Ireland-Final Meeting in PortugalAll learning activities (Participatory visits, Course in Spain, internal workshops, etc.), as well as the interactive book, will be based in non-formal learning.As a summary of the impact of the project, young people and youth workers acquire lifelong capacities that compose the new methodology: Digital skills in Political, Economic-Efficiency, Social and Technological perspectives.We also expect that our strategic partnership contributes to foster inclusion in young people in our countries. The development of high quality digital skills will empower youngsters in their professional life.

<< Objectives >>To improve 30 adult trainers’ expertise by exchanging good practises following the DE applied to non-formal and informal educationTo offer methodologies on working on sustainable entrepreneurship, digitalisation and climate change with adult learners following the DE applied to non-formal and informal educationTo promote sustainable entrepreneurship, digitalisation and climate change following the DE applied to non-formal and informal education<< Implementation >>-We will have 3 partner meetings-As for training, we will have 2 main international activities, namely Course for adult trainers in Spain and Course for adult learners in Portugal. -We will create and test our Interactive Guide.-We will run Internal Workshops for colleagues who will have not directly participated in the project. -We will offer them participation in Follow Up Workshops and Consultation Period so that they can see and consult us on the Deliverable practical use.<< Results >>We expect to have improved 30 adult trainers’ expertise following Doughnut Economy applied to the field of non-formal and informal education and having offered methodologies related to working with adults on that topic to other professionals from outside of our Partnership. Through that, we will have promoted sustainable entrepreneurship, digitalisation and social action within planetary limits.

<< Background >>“In 2019, 94 % of young people in the EU-27 made daily use of the internet, compared with 77 % of the whole population” Eurostat. In Portugal, Spain and Italy the participation of youngsters in social media are 95%, 89%, 72% accordingly (Eurostat) The digital life in youngsters can cause multiple benefits, however the bad use can leave them exposed, vulnerable and excluded:1 of 3 youngsters worldwide experience cyberbullying (UNESCO-SDG4). 38 % of people see instances of cyberbullying on social media daily (Statista).Internet (45.2%) is the medium most used in hate speech acts in Spain, followed by Social Media (25.9%) (Spain’s Ministry of Interior). In a survey by the European Union Agency for Fundamental Rights (FRA), 51% of the LGBT persons questioned in Portugal replied that they had felt harassed or discriminated against on grounds of their sexual orientation or gender identity (EU 28 average: 48%). “In recent months, there has been a very concerning rise in far-right racist attacks in Portugal, confirming that the hate messages are fuelling more aggressive tactics that target human rights defenders from racial minorities” (European Network Against Racism).In Spain, in 2017 and 2018, there were 1419 and 1598 hate crimes recorded (Spain’s Ministry of Interior). Euronews states “9 out of every 10 hate crimes are not reported to police, according to a new report by the EU Agency for Fundamental Rights (FRA).” 29% of teens do nothing when they’re cyberbullied. (National Crime Prevention Council). In Italy 2019, 58% of teens (9-17 years old) who have seen hate speech did nothing about it. Similarly, 50% of teens who have witnessed cyberbullying did nothing about it (EU Kids Online).Cyberbullying, hate speech and hate crimes are situtations that more and more repells our society. However, the main foundations that catalyze these situations are completely accepted and applauded: Digital Injuries.Digital Injuries are normalized online activities, behaviours and attitudes that can hurt others, damaging their physical integration, reputation and image. They belong to the misuse of the internet and its networks. According to the Study EU Kids Online, teens from Portugal (22%), Spain (34%) and Italy (11%), reported being bothered or upset online. Digital Injuries are strongly linked to an increased likelihood of developing mental health issues. Youngsters injured online are twice as likely to self-harm (The Telegraph, UK).<< Objectives >>Digital Injuries are dangers for the protection of human rights and the cohesion of a democratic and peaceful society. They are causing a polarized, less-tolerant and non-empathic society. If they are not addressed, they can lead to acts of exclusion, violence and conflict on a wider scale (cyberbullying, hate speech, hate crime, etc.). The above figures and other alarming key conclusions make us be in an urgent need to address the root causes in order that our youngsters live in a healthy and inclusive environment. To tackle this situation, the project objectives are: Objective 1: To CONNECT our expertise in the identification, prevention, intervention and counteraction of Digital Injuries.Objective 2: To ENGAGE youth workers and youngsters in the inclusive, ethical and responsible use of social media.Objective 3: To EMPOWER youth communities in counteracting Digital Injuries.<< Implementation >>We will carry out the following activities:-Participatory Visit in Italy: Oriel will provide us their best practices and tools for the identification of Digital Injuries.-Participatory Visit in Portugal: AENIE will provide us their best practices and tools for the prevention of Digital Injuries.-Online Workshop – Permacultura Cantabria will share their tools and best practices for the intervention and counteraction of Digital Injuries-Development of an interactive book and audiobook: The participatory visits and the online workshop will be the input for the development of the NO-Digital Injuries Methodology. The methodology will be an innovative source that will allow youth communities identify, prevent, intervene and counteract Digital Injuries, fostering an inclusive and healthy online environment. It will be documented in a book with interactive features. Furthermore, the book will have audio versions for reaching those with visibility impairments. -Course in Spain: The new methodology will be transferred to youth workers and youngsters in this course. This course will be an open space for testing the book.During the project-cycle we will implement a dissemination campaign which will be used to raise awareness in Digital Injuries and the negative effects they cause. In addition, with this campaign we will transfer the new book to an international target audience. Some of the activities we will carry out are:-1 Multiplier event in Portugal, Spain and Italy-Creation of awareness videos-Internal workshops-Consultation sessions, etc.<< Results >>As a summary, youth workers and youngsters will acquire all the necessary tools and will be able to identify, prevent, intervene and counteract Digital Injuries. They will possess EU values, capacities and skills for the ethical and proper use of ICTs, especially social media.Our project will have contributed to a healthy Digital Transition and a peaceful Digital Society in which the dignity and reputation of individuals are preserved; ideas will be tolerated; stereotypes, jocular and other insults will be vanished, etc. Our partnership and project will have supported a new generation of digital citizens, empowered to recognize, reject and stand up to Digital Injuries, preventing Cyberbullying, Hate Speech and Hate Crimes. Young users will have become responsible online participants, as they will be educated about appropriate digital use and risks.Youth communities will have realized that while freedom of expression is a fundamental human right, the emergence of social media and other digital tools has created multiple platforms for the production, packaging and dissemination of Digital Injuries. Communities will have been aware that freedom of speech is a right that comes with responsibilities, EU values and social implications.

The ESY Project “Easy School for Young Students” aimed at sharing good practices in prevention of early school leaving, especially for young students from vulnerable groups.Particularly the project focused on transferring the “Sport& Thought, Football as Therapy” approach to other partners form Italy, Spain and Greece. “Sport & Thought” is an innovative way of working with adolescents with behavioural issues, that uses a proven psychodynamic model of working with adolescents and fuses the sport of football, psychodynamic thinking and theory to act as a preventative tool to early school leaving, via the use of sport and the symbolism of sport. Recent IPPR research (https://www.ippr.org/research/publications/making-the-difference ) underlines psychological reasoning behind ESL and potential ways to counter it, and high economic and social costs of school exclusion (study estimates that the cost of exclusion is around £370,000 per young person in lifetime education, benefits, healthcare and criminal justice costs). Even though great efforts have been undertaken at European level for reducing the share of early school leavers below the 10 % benchmark by 2020, ESL still remain a relevant issue nowadays.Overall the evaluation findings show that the ESY Project has mainly met its original objectives and some activities exceeded the initial expectation.First of all, the achievements of the project were largely positive with reference to sharing the S&T model with partners and exchange of good practices.17 persons from partners (mainly psychologists, teachers, educators, pedagogues and other experts with experiences in working with students with complex and special educational needs) were trained at the 3-days London-based Transnational Training Course and mobility action; and 9 people from partners took part into two transnational meetings in Milan and Lisbon for exchange of ideas, good practices. The methodology used in the mobility action and project meetings was based on experiential learning and practical participation to practical sessions in classroom and on the field, the teaching methods were dynamic, with group discussions and practical sessions in order to assure the active involvement of participants.In connection with the course in London, the “Sport & Thought toolkit” has been realized and distributed to partners (and also made available to interested parties online) in order to go deeper in S&T approach, and better understand the S&T innovative intervention that uses football sessions as therapy for young students at risk of social exclusion.The ESY project’ results have been very positive with reference to development of cooperation and European network of organizations operating in ESL.Communication and dissemination activities undertaken via online tools, project promotional materials, local workshops and interaction with other projects in the fields of educations, youth and sport contributed to raise awareness on importance of prevention and combating ESL.In this way the project also created the conditions for increasing partners’ capacity to cooperate internationally, to develop new collaborative projects (e.g. the “Sport4life project” which further develop British coordinator and Italian partner and aims at promoting skills development, wellbeing and health-enhancing physical activity among young students), and last but not least, to enlarge the EU network in other EU Countries and beyond the initial consortium (with organisations in Spain and Lithuania and a new project titled “FIS4YES Football in Schools for Young Students”).The impact of the project has been largely positive. Participants in mobility action and transnational project meetings developed their knowledge, acquired new skills and competences in working with young people with behavioural issues; they also increased their capacity to work and cooperate at transnational level.Partner organizations benefited from synergies and exchange of good practices and benefited from different experiences of other partners, improved their capacity to cooperate at European level and the quality of their work environment.The project impact on young students at risk of school exclusion, and schools directly involved in the project, was also positive: project findings so far, underline how the project supported schools in tackling early school leaving and reducing their ESL rate, as well as improving school financial performance, reputation and ranking. Project’s results were particularly positive with reference to the reduction of ESL rates among young students directly involved in project activities.Finally, relevant stakeholders outside the consortium benefited from synergies between the world of education and informal/ non-formal education in dealing with ESL and education failures, form strengthening cooperation between different actors in the fields of education, youth and social inclusion.