EU borders are constantly faced with a multiplicity of challenges, from increased waves of illegal migration to human trafficking, document fraud, terrorism, smuggling, and public health threats. In the CRiTERIA project we will develop a novel risk analysis methodology, which is, on the one hand, clearly rooted and builds upon existing methodology such as CIRAM and, on the other hand introduces novel more complex and effective indicators, which overcome important limitations of existing models. Such extended risk and vulnerability analysis methodology has to be backed by effective intelligent analysis technology. Building upon existing text, media, data and network analysis technology, in CRiTERIA, we will develop and evaluate advanced analysis technologies and tools that are tailored to the new comprehensive threat indicators of the CRiTERIA methodology. Special focus will be put to the consideration of the role of narratives, events, attitudes, and to the vulnerability of borders and humans as well as on providing semi-automatic tools and methods for risk-related evidence validation and explanation, for identifying risk propagation and interlinking, thus supporting decision processes in risk analysis in an innovative way. When developing this holistic CRiTERIA risk and vulnerability analysis framework for border agencies ethical, legal and societal aspects will be considered from the very beginning. The methodology will be developed in close collaboration with practitioners from border agencies, which will also validate the developed methods and technologies in piloting activities. For achieving its goals CRiTERIA brings together an interdisciplinary team of experts including researchers in the fields of security and risk analysis, in the field of data and media analysis and in the field of ethics, law and societal aspects, as well as border agencies, NGOs and companies.

P.E.R.F.O.R.M.E.R.S. project, initiated and coordinated by the Hungarian Psychodrama Association was made alive in cooperation with eight organisations from four partner countries. The fifteen-month programme started in October 2016 and finished in January 2018.The main objective of the project was to establish a European network of sociodramatists committed to share their methodological knowledge and willing to cooperate with local institutions working with underprivileged youth. Also, the experiences gained from these co-operations were meant to be part of an international exchange of practices.The consortium consisted of two organisations from all the participating countries (Greece, Portugal, Sweden and Hungary), each country delegating a psychodrama training association and an institution dealing with disadvantaged youth. The psychodrama associations of Portugal and Sweden functioned as method providers, whereas the psychodrama organisations of Greece and Hungary were method receivers. Partner institutions from youth field varied fromdetention centres (Hungary) to an NGO focusing on young refugees (Greece) through a specialized service centre in Portugal providing assistance for slum residents and a secondary school in Sweden integrating refugee and migrant youngsters into society. Besides the international professional meetings the staff members of the partner institutions took part in international sociodrama training sessions in Lisbon,Thessaloniki and Budapest as well, which gave them the opportunity to get to know a method-specific knowledge about the techniques and application practice of sociodrama.Between the international trainings, a series of local activities took place. At least four sociodrama workshops were held for the employees of the partner institutions on each venue directed by the experts of psychodrama associations.In addition, disseminating seminars were organised in each country to make the programme more visible both for the experts and public.In Hungary, a sociodrama Working Group was established, whose activity included monthly gatherings as well as a three-day methodological summer camp. Professional work done in the project along with methodological results were shown in the form of a presentation and a workshop on the annual FEPTO conference.Below you can read the most important results of the project:- The Brussels-based umbrella organisation of European psychodrama trainers called FEPTO asked the partnership to integrate sociodrama into its professional work and establish a minimum training standard of the method.- A sociodrama network was established, which gained publicity on whole-European professional level. The network proved to be able to further cooperation, methodological development and working out professional materials and training programmes.- Local youth field partner institutions got familiar with the method resulting in openness for organisation-specific development and implementation. In Hungary, three of the four detention centres involved are committed to further cooperation. Although financing hasn’t been solved yet, supervision for workers as well as drama sessions held for youngsters go on after the project has finished, too.- A bunch of sociodrama methodological results were produced (for detailed description see R2) such as the elaboration of the process analysis protocol, establishing the basis of the training curriculum, working out the technique of the sociodramatic supervision in detention centres, and describing and developing some of the sociodramatic techniques.- Two scientific articles were published in Psychodrama and Psychotherapy Journals.- A basic website was created and made public.The possible long-term impacts of the project are as follows:- In Hungary, sociodrama appeared among the methods of social and organisational interventions.- The Hungarian Psychodrama Association expressed its intention to start an advanced level sociodrama training, to elaborate its curriculum and syllabus. The appearance of a previously not existing training will result in social workers with special skills.- In Hungary, sociodrama has become an acknowledged method in detention centres. As a result, now it functions as the most effective supervision method for its employees.- In Portugal, a long-term cooperation has begun between the organisations of the social supply system and the local psychodrama association, which might serve as a good practice for further relationships within the system.- The Portuguese Psychodrama Association has expressed a strong intention to change its name and incorporate sociodrama in its appellation.- Hopefully, the empowerment of sociodrama will affect other therapeutic methods as well, underlying the importance of not neglecting social factors neither in individual nor group therapies.

"The aim of the project ‘Training On Move - educational sounds’ (TOMes) is to gather good practices among consortium, and transversely their local networks of the partner organizations that are working on language acquisition of young refugees/migrants/asylum seekers/unaccompanied minors through non-formal and informal activities. The consortium will focus mainly on building capacities in order to support the integration process of the target group focusing primarily on language learning, by answering their individual needs and expectations.Researchers identify local language learning as a primary stepping-stone for social inclusion (UN report on Refugees and Social Integration in Europe, 2018). TOMes is aiming to have an effective exchange of good practices on the quality of language training and expands it to vocational training. We will create a network of expertise on acquiring and developing this basic skill, gather the good practices, document them and share it in the network. Moreover, the Council of Europe, whose objective is the defense and promotion of human rights, has set out to help rebuild the lives of refugees through the European Passport of Qualifications for Refugees. This document, as the Council argues, ""is the main tool for integrating refugees into European societies."" One of the main requirements to obtain this Passport of Qualifications is to accredit their level of education, work experience and language proficiency. For this reason, we are convinced that the TOMes project will contribute to boost this measure by promoting socio-cultural integration of young refugees in our society through necessary language learning.TOMes primarily centers on sharing good practices. In the future, we hope to engage the network to generate tangible and innovative models or products. For this application, we aim to have sharing of knowledge and building of capacity, through an intercultural, dynamic and committed professional environment that will provide partners with new insights, methods and good practices that shall be integrated into our daily activities and local realities.Project coordinators of all organizations agreed upon a plan of action with respect to management, impact assessment and dissemination of a list of good practices. We have also taken into account the feedback from the National Agency and previous applications. This prior deliberation will guarantee that the TOMes project has valuable impact on our direct target groups (young newcomers, local network of youth entities and actors supporting integration process and policies). The final results, an inviting documentation of transferable good practices, will be shared on local, national and transnational level in order to assure the multiply effect and sustainability of TOMes. We will bring together various practitioners from those networks to create a valuable exchange and learning experience, as well as to discuss the necessary and sufficient conditions for a good practice to be transferable.Coordinators of TOMes implement criteria and tools in order to assure constant evaluation and assessment of project management. We carry out 3 TM to ensure the plan of action is concluded and all goals are reached as scheduled and agreed In order to build the network, share good practices and facilitate learning of the local stakeholders, we will also organize a Learning Teaching Training Activity (LTTA) in the first part of the TOMes; with blended mobility planned for second half of the project, providing us with the opportunity to directly work with target groups and exchange good practices and resources.All partner organizations work in the nexus of youth work and language with refugees/migrants/asylum seekers. All partners have selected good practices in their local settings, and many associated organizations are included. During the project, we will organize meetings on the local level and document good practices on language learning for the young target groups. Because we all have a steady network with expertise on the issue, all partners aim to bring together the various expertise of their networks. This strategic partnership is the first step of getting together local actors as to share good practices across transnational borders. An important aspect of the strategic partnership is to render the documented good practices transferable to other local realities.We are confident that this process will create a productive network given the international framework. The importance of language learning has been recognized as an essential process towards the integration of young newcomers, in all countries involved directly in this proposal. Therefore TOMes project aims to strengthen and share relevant and vital good practices in the first step of their strategic partnership. Building on the gathered good practices we hope to create innovative language-learning refugees/migrants/asylum seekers/unaccompanied minors in the future."

"<< Background >>According to the Council of Europe Commissioner for Human Rights, the Covid-19 pandemic has deepened and widened pre-existing inequalities that undermine children’s ability to enjoy their human rights, including in terms of health, safety, education, and living conditions. All youth workers from the partners involved in this partnership have witnessed first-hand how COVID-19 and the regulations have impacted the rights of the children and adolescents they work with. There is a clear risk that COVID-19 will have adverse long-term effects on children and the fulfilment of their rights. Youth work and non-formal education has proven to be key in reaching out to vulnerable communities, to empower them in learning, living, and claiming their rights. Therefore, the common objective of Mobile School vzw, Uit de Marge vzw, ARSIS and the European Playwork Association, is to support youth workers directly in their work on, with, and for children’s rights. As ""Digitalisation is very important to reach young people and provide access to international youth work (RAY-CAP, 2015-2018)"", we will create and make everything accessible via online, user-friendly platforms. By using online learning platforms to share our educational materials and trainings, we want to make dissemination easier, making it possible to share this toolkit and training efficiently with youth workers across Europe.Additionally, this pandemic has affected the way youth workers work and interact with the target population. In order to be ready to prevent further harm to children and adolescents, youth workers are looking for guidance and specific methodologies to work on this topic. The need for updated tools and adjusted methodologies tailored to the post-pandemic era is essential to improve their work and address the increased inequalities that have been identified.Moreover, as new youth workers and volunteers join youth work organizations, there is also the need for them to adopt a comprehensive view of children’s rights, under a common European scope, and to be trained in methods and tools on how to effectively apply the values in their work with children. Most of them have an idea about the Convention but are not always aware how to apply it in their work with children, adolescents or external stakeholders. Those who know how to apply it, often lack the theoretical framework.It is important to note that the defense of children’s rights requires a holistic approach. Youth organizations provide multiple services to their beneficiaries, employing, or using the help of professionals such as doctors, nurses, teachers, etc... All of these people have a high level of expertise in their field of work,but are unaware of the principles and guidelines of youth work. Introducing these professionals to youth work methodologies and children’s rights through online training is considered a high need that will lead to much better results.Within this project, youth workers from Belgium, Greece and Germany will get time to research, explore and create new materials and exchange their own best practices, not only between them, but also with other youth workers in Europe, providing them with qualitative, non-formal educational materials and training on children’s rights.<< Objectives >>With the results of this project, youth workers will be encouraged to start working on children’s rights with pragmatic tools for children and can follow a self-paced online learning programme on this matter. This will firstly give an answer to the need for innovative tools on children’s rights in non-formal education and secondly provide a very accessible training with limited time investment of the youth worker on a crucial topic.We aim to empower youth workers through training and education and by offering them a free and comprehensive methodology they can use to address these topics with the children and adolescents they work with. By using online learning platforms to share our educational materials and trainings, we want to make dissemination easier, making it possible to share this toolkit and training efficiently with youth workers across Europe.Children’s rights are grouped into 4 categories: Survival, Development, Protection, and Participation. Our aim is to produce an educational toolkit with strong digital elements, adapted to the post-pandemic era in non-formal education, that will consist of educational materials on these 4 categories, plus on 1 extra general category. Besides the toolkit - and as a second project result - we will create 6 different self-paced online learning programmes, freely accessible on a learning management system. The programme topics are in line with the educational toolkits which will be created and focus on children’s rights. By realising the project within the partnership, there will be an added value for the StreetSmart methodology of Mobile School vzw, adding new resources and tools to the open platform StreetSmart Play and to the training platform StreetSmart Learn, making it even more interesting for youth workers to visit the platforms to train themselves. This project will also help all partners in this partnership to train new staff and volunteers in their organisation, as when COVID-regulations are reduced, youth work and non-formal education will be more important than ever before and there will be a need to hire and train new staff on this important topic. For Uit de Marge vzw and the European Playwork Association, this will give them an advantage in offering new innovative tools to their own network of youth workers.With this project we want to improve 21st century skills of young professionals outside this partnership: on the one hand by offering all tools in a user-friendly way online, we contribute to making these tools accessible to a large number of youth workers who didn’t have access before. On the other hand, we want to encourage young people facing youth unemployment to teach themselves, while getting experience in NGOs as volunteers. By providing them with professional resources, we can increase their potential and possibility to find a job afterwards.<< Implementation >>The steps to create the educational toolkit are: 1)Research existing tools & cases:All partners will have to do an extensive research of existing tools and contact the children’s rights department of their country to see which resources are already available. All tools will be categorized based on the 5 topics we want to produce materials on and will be analyzed to criteria for use in non-formal education. Gaps, different methods and activities will be identified. At the same moment we will start looking into different storylines on children’s rights and select a few cases which illustrate the five topics we want to elaborate.2)Conceptual design of posters and activitiesFor the animated posters with QR codes, we will start with a meeting to discuss how we will organize the focus groups with children to include their ideas. For the creation of the 5 other animated posters and other methodologies, we will start from the research of existing tools to identify the most suitable methodologies to cover the topic and will then start a creative process together with the youth workers of the partners. 3)Elaborating cases and storiesBased on the stories children tell during the focus groups, we will create a storyline which will be embedded in the graphical design of the posters, and which will be translated into an audio story. Once the stories are written out and approved by the children and the youth workers, we will record them professionally in the following languages: English, French, Spanish, Dutch, German and Greek.4) Preparation and follow-up graphical design animated posters with QR codes & website with audio storiesFor each topic two animated designs will be made. One with a QR code and one without. In order to have a good design, we will have a short feedback loop with the graphical designer. Intermediary feedback will be given by youth workers from the different partners. At the same time, we will develop a website (linked with QR-code) where we can host the audio stories for each topic on separate pages. 5)Online manuals of activitiesAll games will have a clear how-to-play description. We will upload all the content created on the free educational platform StreetSmart Play (http://play.street-smart.be) and the games will be available in the languages of the platform. For the activities of the animated posters, specific how-to-play videos will be made by Mobile School vzw. These videos will be available on the game page. For an example see: https://play.street-smart.be/en/game/view/92 6) Feedback & testingEach partner will use the produced materials and introduce them to youth workers to run activities within small groups of children. Feedback will be requested from both youth workers (using questionaries and focus groups) and children. Production steps to create the online learning programmes are:Based on the input from the first project result, we can develop the good practices and case studies for the learning programme.For every programme we will create several courses, starting with a theoretical introduction course on the Convention, explained in an animated video, followed by training courses and good practices. The video production of the courses will be realized by Mobile School vzw. The input on the good practices will be done by the partners. In each course there will be a mix of different learning materials in order to answer to different learning styles. All materials will be uploaded on a free and open online learning platform StreetSmart Learn and will be evaluated closely during focus group sessions organized by every partner with a group of youth workers who weren’t involved in the project before. Based on their feedback, adaptations will be made to the programme.<< Results >>First, we will develop an interactive educational toolkit on children’s rights on 5 topics: overview children’s rights, the right to Survival, Protection, Development and Participation. The toolkit will also include a strong focus on the consequences of the pandemic, and consists of the following elements:- 10 animated posters on 5 topics: We aim to deliver print files which can be used to promote and protect the different children's rights with children and adolescents, but also with other stakeholders (police, schools, institutions)- Each animated poster will include 3 activities with a detailed how-to explanation in video and manual, accessible online (= 30 activities)- 1 animated poster per topic will include a QR-code, making the poster digitally interactive and leading to a website where two audio stories on this topic will be made available in multiple languages. These audio stories can be played during a youth work intervention or can be used to promote children's rights. This animated poster will include +/- 80 to 100 different interactions and situations where children’s rights are respected or violated. These situations will be defined by children and youth workers themselves. To get a clear insight on how this methodology works, please take a look at the following material: https://play.street-smart.be/en/game/view/92 - The other animated poster will be designed based on the results of the initial research phase. The team of youth workers and designers will decide for each topic which methodology could benefit most from a graphical illustration.- Besides the activities with the animated posters, we will create 10 supplementary activities a youth worker can use to work on each topic, without using the posters. A total of 50 activities will be written out in a manual sheet and made available online.- The toolkit will be published on StreetSmart Play (http://play.street-smart.be) and can be used by all youth workers to work with vulnerable children and adolescents and with other stakeholders.Besides the educational toolkit, we want to develop a self-paced online learning programme consisting of 6 online learning programmes, 1 for each topic on children’s rights and one on COVID-19 and its impact. Each programme consists of self-paced online courses youth workers can follow on their smartphone, tablet or laptop and will include videos, quizzes, animations, tasks, reflections, discussions, …Each learning programme consists of:- An introductory course on the Convention of the Rights of the Child about the specific topic- A training course on how to work on this topic with children and adolescents- Good practices and case studies from partners on how to work with children and adolescents- A training course on how to work on this topic with other stakeholders- Good practices and case studies from partners on this topic with other stakeholdersAll training courses will be made available on the online learning platform StreetSmart Learn and are free to access."

We noticed that more and more children are falling out of the formal systems. The streets become the main educational environment where they develop their identity with needed attitudes and skills in order to survive. Youth work is confronted with children in different street situations. Many NGO’s (big and small), citizen initiatives undertake a lot of action to connect with the children in the streets, to build trustworthy relationships. Mobile School VZW has been supporting these initiatives for 15 years with non-formal educational tools and training. In all the projects we've been cooperating, we saw 3 problems: - a lack of a qualitative case-management. Youth workers lack the tools and capacity to give a proper follow-up to the individual children and youth they are working with. - a lack of impact measurement: There is a lack of concrete indicators to follow-up and a poor data registration. - a lack of data to assess the situation: data collection about the situation of children and youth in the streets are extremely difficult. Proper reports and macro data on the situation of vulnerable children and youth are missing and therefore it's difficult to make policy decisions on a project level, on national and on an international level. This project was a transnational collaboration between 4 organisations. Mobile School VZW was the leading organisation and partnered up with 3 organisations, having experience with different target groups: ARSIS and PRAKSIS (Greece) and CME (Poland). In ARSIS and PRAKSIS, they work with Roma children, trafficked children in the city centre, refugee children in refugee camps and unaccompanied minors. CME works with children and youth who are working unregistered on the streets with the responsibility to sustain their families. Our goal was to create a digital tool for personal case management within youth work in non-formal education. We managed to create that tool, named StreetSmart, split out in 3 intellectual outputs.The aim of the research report (IO1) was that it should help youth workers to evaluate and improve their own activities and case management. The report answers the following questions:- How is case management perceived in street- and youth work?- Which (mobile) case management tools already exist worldwide?- Which indicators are useful in assessing impact in non-formal youth work activities?- How can the indicators 'non-formal education' and 'personal development' be included in the measurement?- How can the data of children and youngsters be protected? The case management tool, StreetSmart, exists of 3 parts: - A very user-friendly smartphone application for data caption on the streets (O2) - A database back-end (O2) - A web-based case management environment where info, reports and analyses can be consulted (O3) To carry out the project we went through 3 phases: a research, development and testing phase. - Acquired a list of common indicators useful to assess impact in non-formal educational youth work activities - developed valid and trustworthy methods to measure indicators. - developed a protected database system where data of individual children can be stored safely - developed a user-friendly application where youth workers can input and consult only the data of the children they are working with - developed a data-encryption system so data become anonymously once they leave the project level (privacy protected) - developed user-friendly dashboards and reports to view macro-data on a project level, per indicator, per target group. - and we are still trying to develop a sustainable way to disseminate the tool to youth workers in other European projects and all over the world, organising multipliers and sharing the tool with networks active in youth work. In the end, we foresee an educational, efficiency and managerial win for everyone who will use this case management tool. The project foresaw to impact 3691 persons, but probably we reached around 3551: 291 youth workers with O1, 150 children and 110 youth workers (through multipliers and scaling: + 3000 newsletters). Our ambition is to continue with the dissemination and support of the tool after the completion of this project (1 year). Our aim is within three years after the start of the project, to reach at least 300 organisations and youth initiatives outside our own network, working with approximately 9000 children and support them with the tool and online training on how to use it.