"The ""NEETS: Relationship as a driving force"" project aims to support young people (16-22 years) who are facing scholar and social drop-out, neither in employment nor education or training (NEETS). AMO Reliance (Belgium), 4motion (Luxembourg) and the local mission of Douaisis (France) have been confronted for several years with the problems of these young people who no longer (or have not yet) found any real meaning in their lives and who do not trust or have an interest in traditional reference systems (family, school, work). In the course of meetings and interventions with these young people, we note that what seems to work is an approach that combines individual accompaniment of the young person, in partnership with other professionals who are part of his.her ecosystem or who can help him.her to envisage new paths and the meeting with their peers who are or have been in the same situation. In order to best accompany these young people, we wish to develop, test and evaluate a process of accompaniment which focuses first of all on the relationship and the reflection of the young person about to his or her life needs and which does not aim primarily at the absolute ""getting back into activity"". However, we note that the workers who are in charge of these young people lack tools and methodologies to accompany them. This project therefore aims to improve the support systems at the strategic level so that they are better equipped and supported. But is this support model valid for all NEETS profiles? Are other tools or intervention methods effective in other contexts? And if so, how can we model and share this coaching process that could help other youth and other professionals in the youth sector?We would like to answer these questions with other French-speaking partners who intervene directly with these young people, who have a proven field experience, who are willing to share their experiences and good practices in the framework of an 18-month European project and who feel able to mobilize and accompany young NEETS in this adventure. Within the framework of this project, we wish:- To develop the methodological and pedagogical exchange between Belgian, French and Luxembourg partners; - To develop within each country a NEETS commission gathering local actors in order to create a collaborative and coordinated approach of these young NEETS;- To ensure the follow-up of 30 young people who have dropped out of school and indirectly 240 additional young people;- Set up 2 European training courses inspired by the ""Potential For Life"" model for young NEETS;- Develop a summary brochure to disseminate the main principles of this type of support;- To create an informative leaflet to be distributed to young people and in which they will find the contact details of the counsellors they can call upon to help them face their difficulties. This tool would of course be adapted to each local reality;- Organise a conference bringing together the various local and transnational partners as well as the young people who have benefited from this project.We favour a French-speaking partnership so that language is not an obstacle to young people's participation in European activities, but the results of this project will be available in English as well."

- 1 - The EPSI project stems from the fact that a large number of trainers and teachers work in many European countries and develop pedagogical approaches on citizenship and inclusion issues, which aim to promote the integration of people (children, teenagers and adults) who currently settle in Europe. However, these practices, approaches and actions are not sufficiently shared and do not yet provide a set of well-identified, visible and publicized resources. 2 - All of the associations participating in the ESPI project have recognized expertise in hosting and supporting citizen projects but they are different in nature and act with various partners. The ESPI project will enable them to work closely with each other: - ACT, the French structure supporting ESPI's project, is a resource center specialized in providing documents related to discrimination, history and the memory of migrations (via conferences, symposia and websites). ACT also develops training courses for teachers and social workers. At the national level, the association leads an important network of institutions, NGOs and researchers that fight against racism and promote multicultural integration. - 4motion, the partner based in Luxembourg, supports multilingual citizen projects, works on raising awareness of stereotypes and fosters professional empowerment. - Changement pour l'égalité (CGé), the Belgian structure, is an important partner specialised in the fight against school drop-out. CGé advocates for the recognition of parents from underprivileged background in the schools and is an official expert of the Belgian Ministry of Education with respect to alternative pedagogies. CGé also organises teacher training in Belgium. - Cospe, the Italian partner, is a key player in the fight against hate speech via large awareness-raising and communication campaigns. 3 - The aims of the ESPI project are: - co-training and cross-fertilization of participants’ experience with respect to fight against discrimination and social exclusion and development of tools to help participants build projects inclusion-related projects - development of public inclusion approaches directed towards refugees, children and stakeholders from the NGO, institutional and cultural sectors - development of innovative pedagogical approaches - better understanding and transformation of our professionnal practice in line with a renewed concept of citizenship (cultural, knoweldge-based, daily-life citizenship) Once the project is completed, we expect to have a catalog of tools and pedagogical skills coming from the partners of ESPI project; to have built up an innovative intercultural vision to fight social exclusion; to have improved our web-based communication. 4 - The associations participating in the ESPI project operate in different territories. Two of them are located around the Mediterranean sea and are perfectly aware of the cultures as well as the historical and economic complexities of this migration area. The two other ones are active in Northern Europe and have developed broad skills in pedagogy, project management and multilingual approaches. Combining our experiences will enable us, through the participants’ common work, to foster new professional and civic skills and to increase our impact in the Euro-Mediterranean area. 5 – We have intentionally designed the ESPI project as intellectually ambitious. Because of the material constraints of our work, we expect the Erasmus + program to facilitate our two-year long partnership. The action plan includes 6 thematic transnational meetings and 4 training activities providing mobility to adult participants: a) Transnational meetings structured around four phases: experience-sharing; critical analysis of available resources; operationalization; impact assessment. The selected themes for these meetings will be: inclusion; citizenship; equality and discrimination; interculturality, diversity and otherness; conclusion and perspectives for future work. Each meeting will focus on the active involvement and empowerment of the target audiences. b) Mobility-based training activities taking place successively in each of the partner countries (France, Italy, Belgium, Luxembourg) and taking into account territorial specificities. These meetings will have a central theme: identity and otherness; pedagogy and relation to knowledge; cultural action; emergency help and educational action.

<< Background >>BACKGROUNDIn 2013, the WHO published a study which made the alarming observation that STIs, unwanted pregnancies and sexual violence are on the rise among young European. In 2014, an FRA study corroborates this finding: it estimates that one in three European women has experienced some form of physical and/or sexual violence since the age of 15. The fight against violence towards women, sexual and gender minorities is therefore, more than ever, a European issue. However, sexual and emotional education is still not sufficient, and is often carried out by people who are not trained or by associations not paid enough. Even if the teaching tools and methods have now evolved, many people have received a sexual and emotional education that consisted solely on preventing the negative aspects of sexuality and almost never on learning healthier behaviours. The distribution of sexual and emotional education sessions in schools is not equal and people who are not or no longer in school are hardly reached by this education.Currently, sexual and emotional education struggles to address diversity issues: in a survey conducted in partner countries, the vast majority of respondents said that the sexual and emotional education they received in schools did not take into account gender, sexual orientation, religion or background. Human sexuality - as it is deeply connected to the body and its biological functions - is often considered universal. However, the different elements of sexuality - such as gender, desire, sexual practices or areas considered erotic - are deeply determined by culture. We want to take this cultural dimension into account in sexual and emotional education in order to make it more inclusive and speak to more people.Indeed, more and more professionals have to deal with these issues with audiences whose social or cultural codes they do not master. However, they do not have the appropriate resources or methodologies to turn this diversity into an asset. This can lead to distress for both the professionals and the young people they work with. We want to create a methodology that starts from the specific needs of the people involved so that sexual and emotional education speaks to them fully and that professionals feel better equipped.<< Objectives >>- Develop innovative, creative, participative and playful sexual and emotional education tools;- - Promote the emancipation and fulfilment of young adults in their sexual and affective life, whatever their social identity;- Take into account cultural differences in sexual and emotional education;- Raise awareness on stereotypes, prejudices and discrimination in the field of sexuality in order to prevent violence;- Equip professionals to respond to the challenges linked to sexual and emotional education in an intercultural context.<< Implementation >>Concerning the management of the project:- 5 international meetings are planned, 3 of which are face-to-face;- Project monitoring and risk management evaluations are planned every three months.Concerning training between partners:- We will have two international meetings to exchange practices between partners.Concerning the project results:R1/ Guidebook: responding to the intercultural challenges of professionals in the field of sexual and emotional education.Date: March 2022 - March 2023Related activities: 4 bilateral meetings with professionals, 2 round tables organised, 1 dissemination event. All organised by each partner.R2/ Toolkit: sexuality, stereotypes, prejudice and discriminationDate: June 2022 - October 2023Related activities: 1 focus group of 4 hours with 10 young people. Two 18-hour pilot workshop sessions with 10 young people and 10 professionals. All organised by each partner.R3 / Toolkit: promoting positive sexuality and diversity through audiovisual practiceDate: Sept. 2023 - July. 2024Related activities: 30h co-construction workshop with 10 young adults, one dissemination event related to output 2. All in each country.R4 / Training course for youth professionals: sexuality and interculturalityDate: Nov. 2023 - July. 2024Related activities: 30h co-construction workshop with 10 professionals, one international dissemination event.<< Results >>R1/ Guide: responding to the intercultural challenges of professionals in the field of sexual and emotional education.Aims: to address the challenges professionals face when dealing with issues related to sexual and emotional education in an intercultural context; to provide keys to a more secure and inclusive professional posture.Outcome: 2 national podcasts per partner (10 in total), 1 international guide of 50 pages (FR, EN, LU).R2/ Toolkit: sexuality, stereotypes, prejudice and discriminationAims: to bring audiences to a better understanding of stereotypes, prejudices and discriminationand how these impact on sexual and emotional life.Outcome: A toolkit available in 3 languages (FR, EN, LU) containing step-by-step activities and 3 differenttraining pathways.R3 / Toolkit: promoting positive sexuality and diversity through audiovisual practiceDate: Sept. 2023 - July. 2024Aims: To promote sexual positivity and diversity through training but also through the creation of audiovisual content (podcasts and videos).Outcome: A toolkit available in 3 languages (FR, EN, LU) containing step-by-step activities and 1training course. Podcasts or videos produced by young people in collaboration with audiovisual professionals.R4 / Training course for youth professionals: sexuality and interculturalityDate: Nov. 2023 - July. 2024Aims: to equip professionals to deliver intercultural sexual and emotional education; to provide them with activities; to enable them to adjust their postures; to prepare them through role-playing using Forum Theatre.Outcome: a training curriculum containing step-by-step activities and its course.

4motion (LU), the European Peer Training Organisation (EPTO - BE), the Universal Education Foundation (UEF - NL), Ofensiva Tinerilor (RO), AMO Reliance (BE) and the European Institute of Education and Social Policy (EIEPS - FR) united forces for an ambitious project aimed at radically improving the lives of school students by developing their appreciation of their fundamental inner diversity: Potential4Life (P4L).The project developed a new educational programme led by school students aged 16-18 who supported their younger peers aged 12-16 in understanding their inner diversity. This programme enables participants to:- discover their own and others' ways of learning (metacognitive abilities);- feel empowered and better participate in their learning processes and environments;- (re)gain motivation, self-determination and resilience. Interactive face-to-face activities are supported by tools such as board games and digital media: videos with testimonials and tutorials on how to implement the activities, and an app that helps pupils understand their way of learning. The project also included an action-research piloted by EIEPS which used the experience drawn from the local implementation and testing phase in 3 EU countries to feed and further develop the training module. PROJECT MILESTONES:- 1st transnational meeting (17-18/05/16) – LU: all partner organisations and the advisory group met in Luxembourg, hosted by 4motion. The action-research action methodology was defined and definitive allocations were made among each of the partner organisations of the work in developing the training programme and materials.- Prototype Programme Development (04-08/16): A core group of representatives from the partners developed a prototype programme, which was drafted in a 130-page pedagogical manual and 50-page journal, later translated in 3 languages (French, German and Romanian).- Training Activity for Partners (8-12/08/16) – Harzé, BE: hosted by AMO Reliance, the partner organisations selected representatives who would deliver the first round of trainings in the school to be trained over a five day period of introduction to the agreed materials and workshop procedures, and how to facilitate and evaluate the sessions.- Local implementation (09/16-10/17): this phase included mostly the training of young peer training, workshops by peer trainers in schools, coaching and evaluation. Local implementing partners were 4motion (LU), AMO Reliance (BE) and Ofensiva Tinerilor (RO) working in conjunction with local schools. This period included 3 “field visits” carried out by the EIEPS researcher for proceeding to interviews with all stakeholders.- Development of game and digital media formats (09/16-06/17): parallel to the local implementation, was the development of interactive game and digital-media based tools that can be used as stand-alone and will support students and teachers in fulfilling the aims of the programme. The digital media tools include video testimonials from peer trainers and secondary school students about their experience and tutorials on how to implement the activities.- 2nd transnational meeting (11-12/03/17) – Arad, RO: hosted by Ofensiva Tinerilor, all partner organisations met to share feedback on how the project was running in schools so far and made adjustments for the second half of the implementation.- 3rd transnational / evaluation meeting (16-17/10/17) – Brussels, BE: hosted by EPTO, all partner organisations met to present feedback gathered from students and teachers in each of the schools. The project was thoroughly evaluated and the materials finalised.- Multiplier event (18/10/17) – Brussels, BE: hosted by UEF, the event proposed a taster workshop and an overview of the project, its motivation, approach, methodology and results (action-research and intellectual outputs), involving the audience in a conversation about its future development.Throughout the project, 17 partners, 20 peer trainers and 175 students were trained; 3 local and 2 EU NGOs were equipped with educational resources to help youth in difficulty at school. The action-research has shown that by participating in P4L, youth are better able to:- improve their self-confidence regarding their learning;- appreciate that each individual has a unique approach to learning ;- identify their intrinsic motivation for learning – that is motivations other than grades or teacher or parent pressure (which might be considered as extrinsic motivation);- identify their preferred learning strategies;- articulate their own learning preferences and be able to ask for support from their teachers, parents and peers.Due to its demonstrated impact on students’ well-being and the momentum created among partners, P4L will continue after this EU funding, with a stronger focus on involving teachers and parents, combining the app and Board game with the pedagogical programme, and conducing a more robust evaluation process.

The PRACTICE project represents an extension to the innovation transfer behind the video game tool Skillpass-game, which is dedicated to identifying cross-disciplinary skills for and by young people with difficulties. In the same vein, this project envisages developing an auto-evaluation application, a kind of outcome to the process of promoting assets pre-identified by the young person during their edutainment experience with Skillpass. The PRACTICE project will also create a pedagogical skills promotion repertoire for youth professionals, as well as imagining scenarios with various uses (according to uses, practices, target audiences and objectives), and a version of Skillpass-game adapted to early school leavers, with a view to facilitating dissemination of the device, extensive in other user contexts (secondary school, university, for early school leavers), and other countries (Luxembourg). All these new or additional tools will be the object of a strengthened distribution plan, which will allow us to help targeted professionals integrate them into their practices in the whole europe.The partnership established for this project includes 5 countries (Belgium, Luxembourg, Italy, Spain and France) and 6 partners that represent the fields involved in our results’ dissemination (integration, youth, disability, mobility, education, fight against early school leaving…).