Disability is a part of human life-condition. Potentially, almost everyone may be temporarily or permanently impaired at some point in life, and people who can survive to old age experience various disabilities in their daily body functions. Around the world, it is estimated that more than 650 million people have some forms of disability. Among them, 220 million are young, whose ages are between 15 and 24. In Europe, there are more than 80 million people suffer from disability and 23 million of them are young. In all societies, persons with disabilities (PWD) often face physical and societal barriers and their disability evokes negative perception and discrimination. As a result of negative stigma regarding their disability, PWD experience restricted mobility more beyond their disability and thus they have become passive and inactive within social life. Inevitably, PWD are excluded from education and employment as well as social life which constitutes a big social problem in all countries.This project aims to propose a partial solution to this crucial social problem; its aim is to promote social inclusion of PWD by means of inclusive sport activities. The focus of the project is on young PWD, whose ages are between 15 and 24, constitute ten percent of European young population. Regular and extensive sport activities (in any branch) can help reduce the negative stigma and discrimination associated with disability because it can transform the prejudice of community against yPWD by highlighting their various skills and promoting tolerance and respect within the society. However, there is an important obstacle for yPWD which prevents their participation to sportive activities. Except for limited specialized areas, almost none of the indoor or outdoor, public or private, sporting or recreational facilities can meet the special needs of yPWD. There are two main sources of barriers to participation of yPWD in sport activities: 1) There is no standards for equipment, programs, and staff, and 2) there is no information on indoor and outdoor, public and private, sporting and recreational facilities, activities, opportunities gained by sport, programmes, staff capacity, yPWD’s abilities and safety conditions.For yPWD, sportive activity is not an option, but a necessity for management of their restricted conditions. In addition to this scientific fact, it gets harder for PWD to participate in physical activity as they get older. Therefore, the importance of participating in sportive activities for young PWD is more pronounced relative to older PWD. Thus, early adaptation of yPWD to physically active life-style is the main focus of this innovative project and yPWD’s specific conditions and needs are given priority. To this end, there are two objectives in this project; the first one is to propose a practical, scientific and well-organised international certification system for standards which assess the suitability of sporting and recreational facilities for distinct types of disabilities (walking-mobility, seeing, speaking, hearing) with respect to equipment, programs and staff, and the second objective is to prepare information packages and construct an online platform.The problem of yPWD is not specific to a particular society or a country, it exists in all regions and countries. Instead of national level, this crucial and complicated problem requires transnational cooperation to reinforce networks and increase the joint capacity to deal with such a significant problem. Therefore, this project aims to develop a transnational strategic initiative which focus on the social inclusion of yPWD by means of inclusive sport activities and suggest a practical method and innovative approach to encourage yPWD to participate in sport activities along with fostering independence of yPWD and enhancing the awareness of society on being disable to reduce discrimination.

"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."

Youth Empowerment through Sport (YES) is a 2-year strategic partnership that aims to increase the number of motivated young people in the areas of Bucharest (Ro), Oxford (UK) and Modena (It).According to Eurostat in 2017, 17.2% of young people aged 20 to 34 in the EU were included in NEET (Not in education, employment or training). The NEET rates from the partner countries involved in this project are 29.5% in Italy, 21.4% in Romania and 13.7% in the UK.One of the reasons for the lack of motivation in finding a job, training or continuing education is the excessive use of the internet. Excessive use of the internet leads to a neglect of personal life, mental preoccupation, escapism, mood modifying experiences, tolerance and concealing the addictive behavior.The average time spent online by 16 to 24-year-olds increased by 19.5% over the past three years, reaching 34.3 hours per week, according to the “Report on the Use and Adult Media Attitudes” by Ofcom.Sport helps achieve the desired physical shape and maintain a healthy weight. There is also a link between physical activity and mental health. With the increasing strength, stamina and skill, the self-esteem improves as well. Sport motivates you and helps you act towards your goals. It requires dedication and self-discipline and it teaches you the importance of sustained work to achieve the desired results. All these abilities and qualities can be very useful in professional life.Our target group is young people aged 18 to 25, NEETs or at risk of school dropout.Sport is a social activity that will be used as an inclusive method. Desegregation within the project, through the mix of beneficiaries (NEET, disadvantaged young people, people with disabilities, refugees and typical young people), aims to eliminate prejudices and increase tolerance and acceptance in the long term. At least 60 youngsters will take part in this project.Project objectives:1. Replacing at least 10% of the time spent on the internet and social media with sports activities and social activities;2. Increasing the employability of the beneficiaries;3. Increasing the expertise of partner organizations.Project activities: Initiatives and involvement of the youngsters, Learning, teaching and training activities, Physical and Social Activities, Counseling, and Coaching have the role to motivate and increase the self-confidence of the beneficiaries.Through the project activities, the beneficiaries will improve muscle tone and motor skills, will acquire martial arts techniques, knowledge in the theoretical and methodical field of sports training and will take part in a certified sports instructor course. They will learn about the responsible use of the Internet and social networks, how to manage conflicts, meditation, and how to set personal goals.We want the participants to overcome their limiting beliefs, diminish their fear of failure, increase their employability, and become more active in society.Collaborating, collecting best practices and developing new methods, informing and researching the issue, coordinating and organizing activities—all contribute to raising the expertise of the organizations involved.At the end of this project, participants will be more likely to take care of their health. They can use the tools they have acquired within the project whenever needed.The benefits of sport in areas such as mental health and physical health are generally accepted. Participants will be more likely to engage in physical and sports activities and may inspire other people to do the same. The sports instructors will encourage physical activities and contribute to the well-being of others.After the project, we expect young people to use the internet responsibly. They will carefully analyze the news and information found on the Internet and will be more difficult to be manipulated. The time they spend in the virtual environment will drop.Besides the purpose of the project, life in the community is an opportunity to socialize, improve foreign languages and learn more about the cultural differences. They will connect and make friends with participants from other organizations. Experience gained in an international environment increases the chances to get a job abroad or in a multinational organization.Last but not least, this project helps to increase the visibility of Erasmus + programme, the partners involved and attracts new members in our organizations.

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

"Financial literacy is the education and understanding of knowing how money is made, spent, and saved, as well as the skills and ability to use financial resources to make decisions. It is the ability to understand and properly apply financial management skills. Effective financial planning, properly managing debt, accurately calculating interest, and understanding the time value of money are characteristics of being financially literate. Even though financial literacy is crucial to successful “adulting,” it is not normally included in the school curricula. People who have undertaken financial literacy courses seem to have the ability to make wise financial decisions. Plus, they are much more likely to successfully save money, budget wisely and invest smarter. The level of financial literacy affects quality of life significantly. It affects ability to provide for yourself and family, your attitude to money and investment, as well as your contribution to your community. Financial literacy enables people to understand what is needed to achieve a lifestyle that is financially balanced, sustainable, ethical and responsible. It also helps entrepreneurs leverage other people’s money for a business to generate sales and profits. Empirical evidence suggests financial literacy’s positive impact on financial behaviour and financial status in a number of behavioural domains. Financially-literate individuals do better at budgeting, saving money, and controlling spending (Moore, 2003; Perry and Morris, 2005); handling mortgage and other debt (Campbell, 2006; Lusardi and Tufano, 2009); participating in financial markets (Van Rooij, Lusardi et al., 2011; Christelis, Jappelli et al., 2010; Yoong, 2010); planning for retirement (Lusardi and Mitchell, 2007a; Lusardi and Mitchell, 2008); and ultimately, successfully accumulating wealth (Stango and Zinman, 2009). It becomes clear that these skills are vitally important; yet, many individuals lack this basic knowledge and consequently are unable to meet their daily expenses.When it comes to financial literacy there is a gender pay gap. In 2018, the highest gender pay gap in the EU was recorded in Estonia (22.7 %).The 2019 Women, Money, and Power Study, commissioned by Allianz Life Insurance Company, found that, while the past several years have put a spotlight on female empowerment, women are struggling to make progress with financial literacy. Further evidence suggests that women tend to have lower levels of financial knowledge. Women are also shown to be relatively less financially skilled than men along several dimensions. Such gaps represent fundamental problems for social equity, with several important follow-on implications. Establishing and protecting economic empowerment on an equal basis for men and women has been recognised both as a basic human right and as an issue for policymakers. Indeed, women’s empowerment is seen as a “prerequisite for sustainable development, pro-poor growth and the achievement of Sustainable Development Goals. Additionally, there is a considerable gender gap in relation to the proportion of people who fall into the NEET (Not in Education, Employment, or Training) group. In 2017, about 21.5 % of women (aged 20–34) in the EU were NEETs, while the corresponding share among men was about half, at 13.0 %. Therefore for women to achieve true empowerment, it is imperative to close the financial literacy gap.Therefore, having as a target group NEET women, partners from Estonia, Cyprus, France, Greece, Ireland and UK propose ""FinanciaLit4Women: Improving financial literacy for NEET women through game-based learning"" Erasmus+ strategic partnership project with the following objectives:•To design, test and publish an innovative training package for adult education trainers, which will guide and support them in training NEET women in financial literacy. •To deliver training courses and train adult educators in financial literacy, to deliver these courses to a target group of NEET women, in order to amplify and perpetuate the ripple effect of those courses.Intellectual Outputs:IO1 - Financial literacy curriculum, addressing the following four core competencies:- The Basics of Budgeting.- Prioritizing Saving.- Understanding Interest Rates.- Identity Theft Issues & Safety.IO2 - Financial literacy handbook for adult educators.IO3 - Development of a digital game comprising of six mini-games for each of the four selected areas (24 in total).IO4 - An e-learning platform where all resources will be available.In addition to these outputs, two Learning Teaching Training will take place. Each partner will pilot test the newly developed resources by re-activating NEET women. This pilot- testing will be done at a local level and will engage 15 NEET women in each partner country. Each partner will host one multiplier event to present all materials created during the project. All materials will be available for use for a least another five years."