Realizing that there is a lack of methods in youth work who could facilitate refugee integration, organisations from Sweden, Kenya, Colombia and Myanmar (refugee origin or host countries) decided to join for the project “Migration to Integration” (MI) .The main AIM of the project: to improve youth work methods on young refugees’ integration and, accordingly, help them integrate.OBJECTIVES to reach it: 1. Raise the qualifications and competencies of youth workers by developing new methods for refugee integration through youth work;2. Exchange good practices between countries on alternative ways of integrating refugees within the local communities;3. Help youth learn how to communicate with refugees and integrate them better through social activities;4. Lower xenophobia, racism and foster multilingualism of the youth;5. Spread the main idea of the project to other NGOs and the general public;6. Foster capacity building and new social initiatives in the field of youth work related to refugees;7. Increase transnational cooperation & exchange of good practices on alternative ways of refugees integration.To achieve these OBJECTIVES, a capacity building programme, targeting youth workers from EU & Partner countries, will be developed, tested & launched. It will include: (1) Analysis of situation of refugee integration in partner countries and creation of a training material for youth workers to improve it;(2) 3 training courses for youth workers on integration of young refugees through youth work;3) 1 youth exchange to test the methods created during the above mentioned training courses;(4) 4 job shadowing activities in the above mentioned countries for youth workers to gain practical knowledge of how to improve inclusion of refugees;(3) Developing open educational resources (including an online platform and e-learning course on refugee integration through youth work), which would allow youth workers to access the educational content developed in the frame of the project at any time(4) Launch of online competition for youth to develop ideas on refugee integration and raise awareness about their situation; 5) Initiative “Friends without borders” to connect young refugees with local youngsters and facilitate refugee adaptation in a new country;(6) Final local conferences to share the results with target audiences in partner countries.All in all, this will surely improve the capacity of youth workers to help integration of refugees through youth work and create further initiatives related to that.

"""Growing Green"" is a partnership between partner organizations in Denmark, Nepal, Myanmar and Vietnam. The project addresses the need of bringing non-formal education in line with the current global challenges and mainstream Sustainable Entrepreneurship Education as a new core element. A UN report shows that there were at least 74 million young people unemployed in 2015. A further report identifies that temperatures in 2015 have been about 1 degree Celsius above the pre-industrial era, an effect caused by a human-induced global warming.With entrepreneurship being promoting as a tool to fight unemployment, the partners have agreed to be essential that this generation of young entrepreneurs are not only educated in creating financially successful enterprises, but also sustainable enterprises that utilise the worlds natural and human resources responsibly.However, from their research, the partners identified that the concept of Sustainable Entrepreneurship, besides of being relatively new, Education is only slowly evolving with academia and within higher education, being hardly present in the non-formal education with youth. The project entails 6 capacity building activities and one mobility of youth workers. Throughout the project, the partners will create a guide in Sustainable Entrepreneurship Education (SEE), train 70 trainers in SEE in the partners' countries, reach about 275 young people and more than 2000 stakeholders. The guide developed will consists of four parts: 1. factsheets upon local and global implications of unsustainable entrepreneurship, 2. at least 10 non-formal methods in Sustainable Entrepreneurship Education, such as simulations and role plays, 3. Examples of sustainable enterprises created by young people and not only, and 4. A further reading list. Overall, the partner organizations will strengthen their capacity to provide Sustainable Entrepreneurship Education, enhance their international network, renew their educational packages and strengthen the recognition of learning activities they provide, while non-formal education will be revitalized and new forms of youth work will be stimulated."

“STAGED! Struggling Against Gender-based Discrimination through Youth Work in EU and Asia” is a Capacity Building project_KA2, designed to answer the needs of empowering women and young girls in Europe and South East Asian countries, identifying and redressing power imbalances and giving them more autonomy to manage their own lives. The project aimed to enhance gender equity and young women empowerment by providing youth workers, peer educators, local organizations and international NGOs, in EU and SEA, with new tools and methods to favour young women participation in projects and international voluntary service activities. In order to achieve it specific objectives were set:•to raise awareness on the need of promoting young women empowerment, equal rights and opportunities for men and women in EU and SEA;•to deepen the different gender role models so to draft and propose new role ones based on equal rights, responsibilities and opportunities;•to exchange good practices in the field of gender equality and women empowerment, among EU and SEA CSOs;•to develop NFE tools and working methods to favour the raising awareness process and the young women participation in EU and SEA;•to provide participants with new competences and know how on project planning and project lifecycle to create an effective set of actions and IVS initiatives in the gender equality framework.The project lasted 20 months and involved: Lunaria–Italy, Concordia–France, Asociatia Universitur–Romania, Charity-Oriented Myanmar–Myanmar, Center For Sustainable Development Studies–Vietnam and Perkumpulan Gerakan Kerelawanan Internasional–Indonesia.The project included a set of different actions conceived to achieve the above mentioned aim, the specific objectives and the needs of local partners detected during the Itinerant Feasibility Visit and the Study Phase. The actions implemented were: Itinerant Feasibility Visit in SEA, ITC course on gender issues and non formal education methods in Vietnam, Youth Meetings in SEA, ITC on project management in Indonesia, Study Phase in SEA, Local actions implementation in SEA, ITC restitution and methods sharing in Italy and Follow up activities in EU and SEA.The consortium designed, developed, tested and assessed a methodological package, including NFE methods, tool kit, short video and graphic facilitation to approach different target groups and to facilitate the gathering, capitalization and transmission of different outcomes.The project involved 1.542 participants, allowed to achieve the following outcomes and results, answering the specific objectives, crossing the horizontal priorities (HP) and the sectorial ones (SP) of the program:•empowerment of youth workers and young people, by developing transversal skills and capacities, complementary to those offered through formal education, including the comprehensive understanding of the gender’s cross-cultural nature in EU and SEA and the development of new working methods (HP 1 – SP 2);•development of the young people and young women skills and competences, particularly for those at risk of early school leaving, by encouraging the validation of NF and its permeability with formal education paths, creating new learning opportunities (HP 5 - SP 1);•enhancement of the young women’s role, as main agents of local development in the gender raising awareness and promotion of human rights (SP 4)•development of new transversal skills and competences for young women in different social spheres, creating new practical entrepreneurial experiences, with a cross-sectorial perspective, in education, training and youth work (HP 2).Deliverables produced: •Hand Book with the description of the NFE methods and activities implemented in the 3 ITCs; •Video presentation, to show the project’s steps and to ensure visibility •Prezi presentation

Cross sectoral cooperation requires proper supplementation of evidenced based policy development for youth that can mainstream youth participation in the public, business and educational sector. The challenge to bridge these gaps are essential to ensure that the youth is in the center of development initiatives and interventions. The need to promote strategic cooperation between youth organization and public bodies as well as private institutions such as businesses and education institution will require non-conventional approaches to build youth capacity are imminent. New forms of practical training schemes and simulation of real life cases in society through experiential learning is one of the key strategies that this project would like to use. The strategy will put young people themselves in the central position by giving them concrete tools to realize their projects, goals and consult certain solutions with policy-makers.Creating Synergies in the Fields of Education, Training and Youth The project is guided by two principal EU Council resolution: 2009/C 311/01 on a renewed framework for European cooperation in the youth field (2010-2018) specifically on topic of young people’s participation in and contribution to global processes of policy-making, implementation and follow-up and 2015/C 417/01 on a European Union Work Plan for Youth 2016-2018 specifically on cross-sectoral cooperation that will contribute in addressing the challenges and opportunities of the digital era for youth policy, youth work and young people.The project’s focus on strengthening the capacity of young people in evidenced based policy development through exposure on real global challenges, practical hands-on experiences and in-depth immersion of young people with young policy makers and business sectors representatives. Furthermore, the project would explore (a) what framework is needed for it to happen? (b) What are the available platforms and entry point for young people to get engaged with to strengthen their policy making skills? (c) What assistance or interventions are needed from the public and private sector to create an enabling environment for youth participation to be realized? (d) How international and global cooperation can aid the European level structured dialogue for young people on policy development? To realize the objectives of the project, the Youth Policy and Action project will organize intergenerational dialogue among policy makers, business leaders, youth worker and young people. The dialogue will be done in conjunction with the evidenced based policy development training to capacitate young people on proper policy development and negotiations. Finally, a youth mobility initiative in a form of job shadowing exercise will be done where youth workers can shadow elected youth policy makers and business leaders.

CODET 2 used our experience and concrete outcomes of CODET 1.CODET 2 (Community development through English teaching) project aimed at creating a sustainable network of 3 European, 3 Asian and 2 Latin American EVS organisations having the capacity to host/send youth with fewer opportunities for EVS, improving the quality of EVS projects and capacity-building of staff of these organisations. It connected 8 EVS partners (KERIC Slovakia, ICYE Bolivia, VASE Ecuador, DEJAVATO Indonesia, COM Myanmar, JRP India, AJP Portugal, United Vision the Czech Republic).During the project, 11 European volunteers did their EVS in Ecuador, Indonesia, India for 6 months, in Myanmar for 4 months, and in Bolivia for 11, 6, 1 months - teaching English using non-formal education methods to people in the local communities and doing an SCD (sustainable community development) project on topics such as entrepreneurship, WASH (water, sanitation, and hygiene), environmental activities or eco-tourism. Through EVS, they gained new personal and professional skills, increased their employability, and became more open and tolerant of other cultures. At the same time, the activities of the volunteers supported the sustainable development of the local communities and the empowerment of its people. 5 EVS volunteers did their EVS in Slovakia and Portugal. The mutual exchange between European and OPC partners helped improve the quality of EVS projects and help to create a strong EVS network among the partners. Volunteers cooperated the first with European volunteers in their own country and there was an exchange of experience and knowledge about the country and methodology.19 people took a part in TETSCD training (Through English teaching towards sustainable community development training). European partners sent 1 person responsible for the preparation of the volunteers and 1 person who provided methodological support to the volunteers. Asia and Latin American partners sent 2 local educators who were active in the HEEG, one of them a person who was later responsible for the support of the EVS volunteer during his/her stay and one of them a responsible person from the host organisation.2 EVS organisations were new-comers to EVS, so a supervision visit was organised one month after the arrival of the volunteers to monitor and support the host organisations as well as the volunteers. The ELT (English language teaching) module was adapted and used as support for volunteers with no previous teaching experience to deliver English lessons using non-formal education methods to people in the local communities in Ecuador, Bolivia, Indonesia, India, and Myanmar. The SCD (Sustainable Community Development) toolbox was adapted and used to provide simple activities for volunteers to help the sustainable development of local communities in Asia and Latin America. The following activities took place during the project: - a kick-off meeting(11 project coordinators and trainers) - 15 EVS projects - 19 mobilities of youth workers - participation in TETSCD training (Through English teaching towards sustainable community development training)- 2 EVS supervisions in new partner organisations (2 experts for each visit) - online evaluation meetings (10 project coordinators and trainers) The methods of work followed the principles of non-formal education.