"Eurostat quantifies in 164.300 the number of extra-EU nationals who sought asylum in the EU-28 during the third quarter of 2017, posing European countries before the challenge of hosting and integrating thenewcomers.Migrants in European countries face several barriers to integration, in societal, educational and employability terms. Newly arrived migrants, in particular, face complex challenges one of them being related to their“insufficient skills and experience (especially language barriers, low levels of education, or a lack of local work experience; difficulties navigating host-country labour markets...); and formal and informal obstacles toemployment” (Policies to get immigrants into middle-skilled work in Europe, Migration Policy Institute, 2014). The European Commission, in its “Entrepreneurship 2020 Action Plan” highlighted the added value migrant categories can provide to European sustainable growth as potential entrepreneurs, due to the barriers limitingtheir access to the formal labor market also pushing them towards self-employment. Nevertheless, as the Commission has also highlighted “..notwithstanding that migrants have higher business creation rates than therest of the population they fail more due to a lack of information, knowledge and language skills”. In the EU 2020 Strategy the necessity of ensuring access to education and training to enshrines the objectives ofensuring disadvantaged targets (including migrants and to integrate innovation and entrepreneurship at all levels in the educational field, also through promoting the acquisition of transversal key competences.The female migrant population has to deal with additional challenges, encompassing cultural, language and gender disadvantage. They are therefore particularly in need of training targeted at work integration andentrepreneurship, as they are facing specific needs, challenges and constraints positioning them among the most fragile groups of our societies.Fashion is a crucial component of national economies across the regions of North Africa and the Middle East, deeply rooted in local cultural peculiarities and traditional, small-scale modes of production and distribution.Building engagement and capacities of migrants in Fashion entrepreneurship has therefore not only contributed to overcoming present barriers and skills mismatches but also lay the grounds for unleashing the addedvalue of innovation inherent in the discovery of the market potential of culturally/traditionally rooted practices and products within the Fashion industry itself, also paving the way for enhancement of market relationsbetween Europe and migrants’ home regions in terms of both trade volumes and quality.""Migrant in Fashion"" (MF) aimed at developing entrepreneurial competences of female migrants in Europe within the Fashion sector through tested innovation in existing offer.The methodological dimension of the project was based on the use of Digital Storytelling, Design Thinking and Mentoring as a combined, integrated approach of entrepreneurial development allowing the transition fromintentions to action in the field of entrepreneurship.The project target was composed of female migrants aged 18-35 affected by social exclusion. The targets encompasses first and second generation female immigrants.MF was an approach grounded on transnational cooperation between VET providers, NGOs and Businesses across a geographical cluster of countries providing a balanced picture of the present challenge of migrants'integration in Europe.MF results:- Identification and assessment of female migrants' development needs in the Fashion sector and of existing offers of entrepreneurial learning in the field with the elaboration of a Research Report at the Consortiumlevel containing the results collected through the focus groups implemented with female migrants and stakeholders and the best practices research.- Development of a Training Format aimed at training current entrepreneurs in the fashion sector to become mentors of potential entrepreneurs. The Training Format was tested in a Blended Mobility of VET learners withthe involvement of existing female entrepreneurs from each partner country.- Implementation of local activities consisting of mentoring within entrepreneurial education delivered for prospective female entrepreneurs in the fashion sector at the country level. The programme integrated the co-design of the educational contents of local workshops.- Production of a Guide for operators in the VET and stakeholder fields supporting the latter in the enactment of entrepreneurial support schemes targeted at female migrants in Fashion entrepreneurship.- Web Platform integrating digital modules for online educational support of the audience of prospective female migrant entrepreneurs in the Fashion field."

Historically, young people have faced social exclusion, and the recent economic downturn has prompted high unemployment, which particularly affects the younger generation. However,some disadvantaged groups of young people face exclusion in the longer term for reasons beyond the current crisis. Remaining outside the global labor market has far-reaching consequences – not solely economic. These include a loss of confidence,an undermining of trust and expectations,and an increasing risk of social exclusion and disengagement from society. Apart from the economical crisis there are other issues that affect youth and lead to political crisis. Global threats such as terroristic attacks and armed conflicts caused a huge refugee and migration wave in Europe. These and many other factors stipulate increasing of intolerance,xenophobia,violence,conflicts oriented by cultural fears, numerous stereotypes and prejudices,intercultural misunderstanding,inability to think critically and lack of intercultural competence in general. Young people are more than others affected by those issues,especially being in a situation of current economic crisis. They feel afraid, they are frustrated, they don’t know what to feel and how to react, as a result they became either amorphus or join the extremist movements, and they definitely need to be supported in this hard situation by adults, by peers, by educational institution, by NGOs and by policy makers. Tackling youth unemployment,social exclusion,intercultural communication and youth participation continues to be a policy priority for European and national governments and the need to empower young people is increasingly recognized in this process. We see youth empowerment as an attitudinal,structural,and cultural process whereby young people gain the ability, authority, and agency to make decisions and implement change in their own lives and the lives of other people, including youth and adults. In other words empowered young people will exercise power over one’s life by being skilled, critically aware, and active in creating community change. The long-term project “InFormal – integration of non-formal education approach to the formal education system for youth empowerment at local level” is an attempt to use non-formal education as a tool for youth empowerment in order to address all the mentioned issues and to build a stable and productive trans-national co-working platform for educators coming from formal education and youth field (NGOs and other youth authorities). LTTC objectives: • To unite efforts of youth workers coming from formal and other youth field backgrounds for youth empowerment at local level by using non-formal education • To build a cross sectorial network and to create joined actions to address the current challenges or for addressing the current challenges • To build a necessary set of competences for proficient use of NFE instruments and tools for youth empowerment at local level • To discuss the recognition of competences gained by NFE • To provide the possibility to plan, experiment and to get feedback to the NFE activities • To introduce and discuss the ways of integration of NFE activities to the system of formal education • To provide the opportunity to assess the quality of NFE activities and youth empowerment process at local level • To create a detailed guide in English with recommendations and concrete examples and references of using non-formal education approach within formal system. It will be uploaded to the online platform and shared though the aprtners network. The training course will unite 35 youth workers, youth leaders, teachers, professors, community leaders, and youth policy makers coming from Czech Republic, Hungary, Romania, Portugal, Korea, Luxembourg, Italy and Poland committed for long- term learning process and social change. After the project course we expect our participants:to change their way of work and to make it more participative and transparent for youth; to understand the approach and principles of non-formal education and to use it for youth empowerment;to be able to use non-formal education tools during lessons, lectures, meetings, sessions, training activities they organize – giving more freedom and responsibility to learners;to be equipped with a set of other tools of youth empowerment (coaching and mentoring); o become active actors in promoting youth participation at local level. As for the methods, all of them will be non-formal,no-frontal.The wider impact is on partner organizations. This can be called European level impact. By innovating their approaches partners can plan high quality projects and organize own trainings and multiplying the results of this projects separately in each country. Moreover, it is expected that this project will strenghten bonds between partner organizations even more, and they can also learn from new ones in the partnership, so it would result in further common projects.

The project “Signe la Capoeira” is a youth exchange which united 33 Deaf and hearing youngsters from France, Luxembourg and Brazil from 6 to 14 October 2018. The purpose of this project was to focus on interpersonal relationships building between deaf and hearing youngsters who share multiple borders in everyday life : spatial, social and intersubjective. The communicative incompatibility between this two public leads in society life to relational and interactional barriers, generating an unbalanced relationship between them. In the context of such eternal communicative failure process, social inclusion of deaf people becomes a real and difficult challenge. The objective of this project was to get together deaf and hearing youngsters in the field of non-formal education and to experience a possible deaf-hearing rapprochement beyond a sharing of language skills in a commun learning space. This non-formal education pedagogical intervention aimed to encourage young people to explore their own communication resources (self-knowledge) in order to cultivate rapprochement with others (knowledge of otherness), considering that developing such relational skills is a main step to transform attitudes which will make possible the construction of inclusive society. For this purpose, during 9-days meeting of deaf and hearing youngsters we experienced the practice of Capoeira, known in our days as a methodology of inclusion projects with strong relational building potential. As an art of the body, Capoeira works body expression and communication, and is often used in the framework of non formal education. Recognized for its creative aspect and being adaptable for all, it is mostly used in an inclusive perspective. This art aims therefore to create a non-verbal interaction between the bodies and establish an effective and balanced communication. Thus, capoeira becomes an inclusive practice developing positive interactions between the learners. In this project, we believed that learning to practice the bases of Capoeira in an intercultural deaf and hearing context can be a resource to overcome linguistic, social, spatial and inter-subjective barriers.In order to measure its success during the project, we have relied on the indicators of overcoming these interpersonal barriers through Capoeira, .The activities of Capoeira through the « Jogos » and « Rodas » allowed the liberation of body barriers (know-how skills) which leaded to the reinforcement of relational skills (know to be skills). The learning of Relational skills (Intelligences) can be measured by the learning achievements that we could observe during the whole project, which are : self-esteem; self-confidence; non-verbal communication skills; artistic skills; ability to face challenges creatively; respect for one's own limits and those of the other; the construction of interpersonal interactions, cooperation and solidarity; awareness of each other. In conclusion this experience has reached its objectives which have been projected in a triple construction : discovery of oneself (his won capacities and communicational ressources), the discovery of the other and the possible communication building. In that way, we conclude that this pragmatic experience of positive interaction has been transformed into a relational learning process. This relational capacity building can be considered to be the first step to lead to the construction of our inclusive society.