"Currently, in the European Union, about 20% of a group of pupils leave the school / education system without qualification and / or are discontinuers of the system. According to the 2014 diagnosis report ""Partnership assessment of the policy of the fight against school dropout"": ""in metropolitan France, approximately 140,000 young people leave each year from the system of initial education without a diploma of upper secondary and 620,000 of young people aged 18 to 24 are outside of any training system and without a high school diploma. "" At the same time, the PISA surveys, which measure the effectiveness and performance of different education systems, highlight an increasing gap in terms of the chances of success among students according to the category. parents and socio-economic determinants. To address this problem, and as part of the Europe 2020 strategy for a sustainable, smart and inclusive economy, the EU states have set themselves the ambition of reducing the share of young people to less than 10% of 18-24 years old without any training system and without a high school diploma. To achieve its objectives, the EU recommends, among other things, to develop new methodologies for assessing and validating skills to be acquired in formalized and non-formalized environments in order to achieve official certification of skills. To act on this last point we decided to set up this project of exchanges of good practices. It is an extension of other European projects carried out with the project partners. Indeed, since 2016 we have been working together on the social inclusion and support to employment of young NEETs. We wanted to go further and build an educational booklet that can be used, transposed and adapted in any EU country. Goals : -Share and pool our knowledge, our experiences and our reflections on the social inclusion and the accompaniment towards the employment of the young people without qualification to widen our educational approaches and requalify our methods and our educational tools. -To promote the transfer of practices between all participating countries -Instruct, throughout the exchange, the local partners of the participating countries -Construct and carry out surveys and interviews with young people without qualifications and local businesses whose jobs are in tension (lack of manpower) to know how they represent the personal and professional skills necessary to have to get a job . -Construct and carry out explanatory interviews (Cf Pierre Vermersch) with young people without qualifications to help them put into words their experience, reveal it, analyze it and formulate it in terms of skills. -Building, based on the results of the interviews, a repository of the key competences essential to have to obtain a job (from the point of view of the young person as of the company). This repository will be constructed with skills descriptors adapted to the level of the European Professional Qualifications Framework (level 1 to 4.) These descriptors will include the knowledge, aptitudes and skills adapted to our audience of young people without qualifications. -Construct and animate thematic workshops for young people (ex: My representation of the world of work / Do the trades have a sex? / Discrimination in the hiring, what to do? / The tools at the service of my insertion: CV, Europass, Competence Portfolio, etc.). -Construct a pedagogical booklet to promote good pedagogical practices from the project. - Make visible and value the work done by collectively organizing the public communication strategy. Target audiences: -the actors of the professional insertion, the social workers, the youth animators / educators, the trainers: they will be the beneficiaries of the educational booklet to accompany the young people without qualification towards the employment. -the young people without qualification: they will benefit from our accompaniment to the formalization and the recognition of their competences (narrative of life and interview of explicitation). They will also live thematic workshops to increase their knowledge and skills in related topics (my work vision, trades have sex, etc.). -the local businesses: they are the potential employers of young people without qualification. They will be asked to know their expectations in terms of essential skills to have to obtain a position (beyond the technical skills of the trade)."

"The figures relating to gender-based violence (among others) in Europe are shocking, whatever the countries, regions or even the social or cultural groups concerned. This violence poses a huge challenge in the area of ​​human rights. In the context of sports, this phenomenon is recurrent, trivialized or passed over in silence, whether one is amateur or professional, young or adult.Indeed, sports and physical activities in general constitute, like all human activity, potential vectors of violent behaviour of all kinds. Racist, sexist, homophobic or physical insults are extremely widespread and recognized in sports. In this context, certain populations suffer more particularly from violence and more generally from prejudice: women, persons with a disability and homosexuals, whether or not they are declared (including transgender and LGBTQIA +).To fight against this scourge, we wanted to combine our knowledge, skills and experiences to use them to the greatest number by building this educational kit.This work seems necessary, or perhaps, essential as this theme is not (or barely) addressed in current training spaces (formal or informal) of young people and adults working in physical and sporting activities. However, it seems undeniable to us that these learning spaces provide an opportunity as privileged places to understand, analyse and build good practices. The change of behaviours occurs through a change of mentality, this is why it is important to invite reflection and awareness through pedagogical methods and animation tools based on action, observation, meeting, dialogue and play.To prevent, educate and combat this violence, we wanted to establish a partnership based on diversity and complementarity. Thus this project is supported by a popular education association (France), and two martial arts sports associations specializing in the inclusion of the most vulnerable and in particular our target audiences (Ireland and the United Kingdom). This diversity responds to our main objective, which is the construction of an educational kit for volunteers and professionals in animation, sport and education (formal or not). Indeed, each partner carries out actions on its territory and the objective is to enhance them and to unite these experiences to make the case. The intercultural tools and methods offered will be the fruit of an exchange of experiences, practices and theoretical reflections. The purpose of the briefcase is to give volunteers and professionals an easy-to-use tool to educate and prevent violence against our target audience in the context of physical and sports activities. Likewise, it is a question of developing their skills and enabling them to train other youth workers, trainers and sports actors in the treatment of violence among young sportsmen and women in the context of non-formal education.At the same time, throughout the project, our young athletes will benefit from thematic workshops carried out in each country, as well as transnational learning activities to help them understand and act against this violence. They will be able to meet their European counterparts and debate with them on our working themes. These meetings will combine reflection through new thematic workshops and action through self-defence activity initiation sessions.These meetings, via the diversity of participants (women victims of violence, physical disability and persons with a learning disability, autism and LGBTQIA +), will allow them to confront the ""Otherness"" from oneself of the person who is socially excluded (consciously or not) due to the ignorance of his lived reality.These meetings will help them to get to know the ""Other"" better and to become more aware of their own prejudices and stereotypes and, by that very fact, of the violence suffered and / or exerted.On a daily basis, this will help them gain more self-confidence and self-esteem through martial arts and self-defence activities whilst developing their individual and collective empowerment.They can also use the activities offered and/or if more appropriate, the more theoretical content to increase their knowledge of the subject. They can share this with their sports and sports colleagues, friends, families, etc.At the end of the project, they too will become Ambassadors (formal or not) of Non-violence in Sport."

"European Animators for Youth project aims to reinforce knowledge, skills and competences for animators in the field of youth at European level. Each country has his own rules, usages and habits. there is no harmonisation between members countries, Animators from one country are not qualified in others members states. This is totally not in accordance with the European policy of recognition of competences, transparency and does not support mobility of the animators at European level. By identifying the Knowledge, Skills and Competences required in the 27/28 countries of the EuropeanUnion, extracting the core KSC present in all countries, adding the most important issues raised in some countries, Adding the transversal skills (which are often forgotten in the national competences recognition frameworks), we deliver an European Curriculum for European Animators suitable for all EU countries.Of course we also design and deliver an online training course at EU level including the essential root KSC, transversal and personal skills which are essential to manage groups of youngsters which is an essential priority in the country of application.At the end of the project, the European Framework will be delivered, allowing all countries to implement it in their national competences framework. Of course the team will lobby the national and European organisations (such ESCO for example) to foster the recognition.The training will be designed by group of competences including Knowledge and Skills ready to use in day to day practices for learners whatever they have a direct contact or not with certification authorities. This will open for them large doors to enter or to enhance their abilities to do this job/occupation/activity as volunteers or as employees.Validation of KSC using EQF and ECVET will be enhanced to allow mobility of individuals and facilitate recognition in all countries with transparency, comparability of competences.This training will support to fulfill the ""official recognition"" of diplomas existing in the members countries at the end of the project, The official recognition of the Europan Animator Certificate issued by the members gathered in a Zone of Mutual Trust, enlarged with certifictiong organisations in the different countries will lead to be recognised as an European Standard. The objective is also to set up an European working grop working with CEN (European Center for Normalisation) to be recognised as an EU Norm in the future. (It is the process which have been used to issue an EU Norm for ICT jobs in cooperation with CEN.By this the quality of youth work will be develloped and promoted also for interpersonal and transversal skills.The objective to issue an e-learning training which will be maintained after the end of the project, support the objective to give access to enhancement of competences everywhere in Europe, even for people far from training organisations, they will be able to be trained then to continue with valiation of their competences in organisations of their countries who validate those dplomas. All the partners will spread out and engage dialog with certificating organisations.European Qualification Framework uses 8 reference levels based on learning outcomes defined in terms of knowledge, skills and competencies. This approach promotes a better balance between market needs and training provided. It facilitates the validation of training and non-formal and informal education. Finally, it facilitates the transfer and use of qualifications across countries and different education and training systems.The great advantage of this approach is that the EU framework focuses on learning outcomes and not on the course mostly defined in terms of duration. It allows learners to more easily describe their general level of competence to European recruiters, promoting their mobility and employability."

According to WHO Europe, around one-third of 11-year-olds are overweight or obese (WHO 2014). Over 60% of children who are overweight before puberty will be overweight in early adulthood and 80% of adolescents who are obese will continue into adulthood with severe weight problems. This shows not only that serious lifestyle diseases such as overweight and obesity are commonplace in Europe, but are also highly likely to carry a lasting legacy from an early age which is extremely difficult to halt. Children and young people with mobility limitations and learning disabilities are at greatest risk for obesity. Since CV-19 is reported to be especially harmful to people with a BMI above 25, inclusivity must constitute a critical element to a solution. Behaviour patterns are established during childhood that affect short and long-term health. DIPHE aims to engage children as early as possible in Inclusive Health-Enhancing Physical Activity (IHEPA), Physical Education (PE) and Health Education (HE).In spite of this, PE is not fully embedded in EU curricula and 75% of schools in Europe say that the prescribed number of PE classes per week has been reduced because of CV-19. HE is equally important to improving the overall health of young children, yet does not exist in school curricula in Europe.The rapid transition of education into digital contexts in light of CV-19 has left many teachers ill-equipped and ill-prepared to facilitate digital learning sessions. This transition has also impacted particularly strongly on learners with disabilities, and inclusive digital education has never been more crucial to their support in education. DIPHE is a course that will educate teachers in primary and lower secondary school settings on how to digitally facilitate IPHE.SMART objectives of DIPHE:1.To create a course for teachers to use to gain digital competences in the facilitation of Inclusive Physical and Health Education2.To improve the physical, psychological, and social health and well-being of school-aged children.3.To exchange good practices 4.To increase awareness of the importance of inclusion within the context of health education and physical educationIO1 Good Practice ReportThis will provide critical insight into digital education, health-enhancing physical activity, physical education, health education and inclusion. Findings from the report will guide the creation of the rest of the IO's.IO2 Pedagogical FrameworkA methodology will be created for the pedagogy of the DIPHE course. This will ensure that teachers are equipped to deliver digital physical and health education and HEPA safely to a range of children with and without disabilities and fewer opportunities.IO3 Curriculum Framework and courseUsing the pedagogy, a curriculum will be created for the DIPHE course. The course will be translated into the most widely spoken European languages.IO4 Guide for Reliable Digital ResourcesTo ensure a safe and inclusive atmosphere, a Guide for Reliable Resources will be created. This will include a suite of policies for the facilitation of online education, including a Distance Learning Policy, Online Safety Policy and Remote Safeguarding Policy. Teachers will be signposted to websites with good practice and reliable resources. IO5 E-learning platform course The DIPHE course will be accessible on an E-learning platform. The E-learning platform will also include a forum that will allow teachers to connect and share ideas and methodologies for the facilitation and improvement of DIPHE.IO6 PilotA minimum of 64 Physical Education Teachers will take the course in schools with primary and lower secondary aged children in eight countries across the width and breadth of Europe to provide a clear understanding of the impact and reach. Feedback, reflection and review will highlight any changes that are necessary to the results and outputs of DIPHE. TPMsThree TPMs have been strategically timed to coincide with critical moments in the project so that the project can be effectively managed. The TPMs will give an opportunity to ensure that all of the objectives are on track in accordance with the milestones of the project and resolve any issues.Multiplier EventsMultiplier events will take place after the development of IO1 and IO2, after IO3 and IO4 and after IO5 and IO6. These events are particularly relevant to objective 4, as teachers will take part in a Q and A with an expert panel with experts in digital delivery, inclusion, health education and physical education that will raise awareness of the importance of inclusion in each field.It is expected that the project activities will create health improvements amongst children with and without fewer opportunities, improving their lives during CV-19 and raising awareness of the importance of PE, HE, HEPA and inclusion in education. Teachers will be better prepared and supported to facilitate digital education

"Alarmed by the differences between men and women in status, roles and positions in our society, our aim with this project is to promote gender equality within the educational community. Our ultimate goal is to contribute to the improvement of social justice in tomorrow’s Europe. In our schools, pupils are often strongly prejudiced about how girls and boys should behave and what their future should be. As a result, when men become adults, they are more likely to get powerful jobs while women often accept precarious and lower-paid positions.This vicious cycle is reproduced from one generation to the next. It is very present in isolated and disadvantaged populations. These observations have led us to reflect on, and wish to counter, gender stereotypes. There will never be real equality between men and women unless we deconstruct the bases of gender relations, i.e. the historical division of social roles between men and women. These roles are based on philosophical, religious, political, biological or social ""justifications"" that vary throughout history and from country to country. By giving girls and women their proper place, we will help to change attitudes and promote gender change in order to build societies with more justice and equality. The development of our societies will not be achieved by holding back half of the population. Equality in the Law must become equality de facto because, as Victor Hugo said, ""Humanity has a synonym: equality"".To act on this, we have chosen to build this project through a partnership between four schools (in Romania, Finland, Greece and France) and three NGOs (in Spain, Italy and France). The choice of European partners makes it possible to address our topics in countries from all four corners of Europe (North / South - East / West). Half of the partners are in rural areas, the other half in urban areas. This diversity adds value to the project, while considering the issues within a varied local context. Through a global, collaborative and coherent approach, we will create a book of mischievous tales that free of stereotypes, a game on gender equality, an e-learning website, a communication kit and a roadmap, as well as a digital platform for sharing educational tools and the results of the project. With these tools, we aim to mitigate the effects of gender prejudice and stereotypes, and show that a fair society is possible. Free from stereotypes, students will develop their individuality and their true skills. By highlighting gender-related behaviours and attitudes, we also plan to tackle academic difficulties, especially with boys. Whenever they comply with their traditional gender assignment of domination, confrontation and rebellion, their academic achievements are often compromised. To achieve our goals:- We will share our knowledge, our experiences and our reflections on gender relations and ICT to broaden our educational approaches and requalify our teaching methods and tools;- We will involve local partners from participating countries throughout the project;- We will co-build educational tools to improve the understanding of processes that promote access to gender equality. Thus, with some thirty teachers and three associative partners, we intend to combine our skills and experiences in order to offer powerful and reliable tools that will promote the success of all students. For two years, these tools will be created, tested, used and communicated through our website and via local events informing people about the project."