Radio and podcast: inclusion tools for young people

RADIO AND PODCAST

Inclusion tools for young people with fewer opportunities in the Ibero-American space

Radio for Youth Radio for Youth - RAYO. Project: 2019-1-ES-EPPKA2-CBYACPALA implementado por la Fundación ASPAYM Castilla y León, BB&R, Asociación Civil Gurises Unidos, Centro de Estudios Paraguayo Antonio Guasch e Instituto de Desarrollo de la Economía Asociativa, en el marco del Programa Erasmus+.

EUROPEAN COMMISSION This project has been funded with support from the Erasmus+ Program of the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Elaboration This publication has been prepared by Asociación Civil Gurises Unidos, Biderbost, Boscan & Rochin, Centro de Estudios Paraguayo Antonio Guasch, Fundación ASPAYM Castilla y León, Instituto de Desarrollo de la Economía Asociativa, en el marco de “Radio for Youth - RAYO” (608484-EPP-1-2019-1-ESEPPKA2-CBY-ACPALA).

Fundación ASPAYM Castilla y León Biderbost, Boscan & Rochin Asociación Civil Gurises Unidos Centro de Estudios Paraguayo Antonio Guasch Instituto de Desarrollo de la Economía Asociativa Published 2021 © BB&R Editions.

INDEX 01 Glossary of terms

02 RAYO and community radios

05 Case studies 06 Conclusions

03 07 Introduction to group objectives Recommendations 04 Results of the surveys

08 Bibliography

01.

GLOSSARY OF TERMS

GLOSSARY OF TERMS 01 — ASPAYM

La Asociación de Personas con Lesión Medular y otras discapacidades físicas (ASPAYM Madrid) is the entity that represents the group of people with spinal cord injury, in defense of their rights and needs in all areas of society.

02 — Geographical barriers

Natural limit that creates inequality of accessibility to education; health; information; free and safe movement; and to all the services to which we are all equally entitled.

03 — CEPAG

Antonio Guash Center for Paraguayan Studies. It is a social work of the Jesuit order that works on various issues.

04 — Radio comunication

Exclusively sonorous communication system through electric waves.

05 — Podcast broadcasting

It is their placement on platforms such as: Spreaker, Soundcloud Ivoox, FeedRSS, Apple Podcast, Podium Podcast, Anchor, etc. Most of them are free. They are disseminated on the WEB, on social networks, with a link in a newsleter and through specialized platforms.

06 — Content edition

This is a unique package of targeting, communication strategy, message, voiceover and impeccable sound recording.

07 — Grupos minoritarios

They are the group of people who have their own identity and are different from the rest of society, either because of their race, sexual orientation, religion, ethnicity or a disability (Daniela Rodríguez. On 9.8.21 at https://www.lifeder.com/grupos-minoritarios/ ) and are treated differently from the rest of society.

08 — Guaraní

It is a language of the Tupi-Guarani family spoken by approximately 6.5 million people in the southern cone of America. It is one of the official languages of MERCOSUR, Paraguay, part of Argentina, Bolivia, and part of Brazil.

09 — Radio script

Tool used for the planning of a radio program, where a record of all the audio to be used, such as sound effects, is specified.

10 — Gurises Unidos

Uruguayan organization that works with young people.

11 — IDEAC

Institute for the Development of the Associative Economy. Dominican organization that works on the issue of solidarity economy.

12 — Young people with disabilities

For the World Health Organization (WHO), Disability is understood as a restriction or impairment of the ability to perform an activity in the manner or within the range considered normal for human beings.

Disability is characterized by excesses or insufficiencies in the performance of a normal routine activity, which may be temporary or permanent, reversible or arise as a direct consequence of the Impairment or as a response of the individual, especially psychological, to physical, sensory or other types of deficiencies. This terminology is supported by the International Convention on the Rights of Persons with Disabilities.

13 — Free lincencess

Sound use authorization for podcasts referring to copyright, ranging from: Non-commercial use; No derivative works; Acknowledgment of authorship; Share-alike.

14 — Podcast

A personalized radio program that combines voice, music and sound effects. It is usually presented in mp3 or wab format for mounting on any WEB platform.

15 — Radio for Youth - RAYO

A 24-month project developed in the Ibero-American context by five entities from Spain, Uruguay, Dominican Republic and Paraguay and financed by the Erasmus Plus Program.

16 — Radio porgramme report

A radio genre that aims to narrate and describe facts and actions of interest to the listener, providing a context of interpretation and broad, in-depth analysis, with the use of multiple sources.

02.

RAYO AND COMMUNITY RADIOS

INTRODUCTION TO THE PROJECT Radio for Youth - RAYO is a 24-month project developed in the Ibero-American context by five entities from Spain, Uruguay, Dominican Republic and Paraguay and funded by the Erasmus Plus Program.

The ultimate goal is to empower young people with fewer opportunities by learning radio communication and the opportunities offered by new technologies, generating 10 podcasts in which the problems that most concern them are discussed. In addition, thanks to the project, a new methodology has been generated so that youth workers and young people themselves know how to use radio as a tool for empowerment in the youth field.

The project is divided into five phases: Elaboration of a study to detect which are the most worrying problems for young people in today's society and choose the 10 most relevant ones.

Development of a training course on how to create an online podcast - online radio workshop.

Elaboration, by the youth groups of the entities involved, of an analysis of the reality, through radio reports, on each of the problems detected.

Development of a meeting to discuss each of the topics established in the first phase.

Creation of 10 podcasts, one for each problem detected, including the reports made by the young people of each of the countries involved, the debate carried out in phase 4 and recommendations to improve the problems they have.

In addition, within the framework of the project, this manual, entitled "Radio and podcasting as tools of inclusion for young people with fewer opportunities in the Ibero-American space" was developed with the aim of sharing the methodology put into practice with other youth workers so that they can apply it in their daily work with their young people.

Three training pills on community podcasts (recording systems, content editing and broadcasting of radio podcasts) have also been provided to these youth workers to complement the whole process of development of the RAYO project.

All the materials generated are available on the project's website in Spanish, English and Guarani. In addition, the entire process of the project can be consulted on the Instagram account created for this purpose.

Thanks to this initiative, young people with disabilities, geographical barriers and/or belonging to minority groups have had the opportunity to explore a tool such as radio podcasts, which has allowed them to make their concerns known and express their opinions.

COMMUNITY RADIO CONTEXT What is a community radio?

Community, popular, alternative, citizen, participatory and free community radio stations are multiplying all over the world. They are identified by their political objectives of social transformation, the search for a fair system with respect for human rights, with access and participation of the majority. There are many people and collectives everywhere who never tire of repeating and acting on the basis of their desires: in order to build democratic societies, the exercise of the human right to freedom of expression and communication must be recognized and guaranteed.

Community radio is usually a non-profit short-range radio station that responds to the information needs of people living in a given place, in languages and formats that are best suited to the local context. Community radio stations can mobilize in favor of a campaign, for example by mentioning their activities, interviewing campaign organizers, or broadcasting campaign music and songs.

Advantages of community radio

Because community radio is often run by volunteers using low-cost technology, it is often easy to get free or low-cost airtime. They provide an opportunity for contributions from people whose voices are not often heard on national radio, for example, ordinary women and young people, which can be very empowering.

Community radio reaches a large section of the locality in which it operates, as listeners are often interested in local issues.

Community radios in Latin América

The history of community radio stations in Latin America is connected to the struggles of the continent's popular classes for emancipation. In a context of oligopolistic media scenarios aligned with the interests of the elites, community radio stations become experiences of communicative appropriations by the excluded sectors. This article examines the history of community radio stations in Latin America from a contextualization that allows us to determine how the identity of these media evolved according to the strategies of social transformation adopted by the popular classes.

The first community radio stations in Latin America appeared in the mid-twentieth century with the aim of promoting education among excluded sectors. Over time, these media have evolved to respond to the challenges of each context, as evidenced by the diversity of names given to the same model of non-profit radio: associative, community, free, popular, alternative, participatory, citizen, cultural, insurgent, educational, "trucha", municipal, indigenist, communal, rural are some ways of referring to some media with their own identity as opposed to the publicgovernment and private-commercial media, which, also, allows the use of the concept "third sector" as a model differentiated from the previous ones. As an identifying and characterizing aspect, the main objective of this type of radio station is to offer a service to the community, although it is a political service, insofar as it seeks to build consensus, broaden democracy and influence public opinion.

Community radio stations in Latin America raise some questions; firstly, the recognition of rights and guarantees and the improvement of the living conditions of millions of people in Latin America are far from the scenario of exclusion in which the first community experiences developed in the middle of the last century.

However, the transformation that, to a greater or lesser extent, has been achieved in various social aspects, cannot be observed in the media scenarios of the region, which are still linked to national and transnational elites. In Latin America, the private commercial media have for decades monopolized most of the frequencies of the radio-electric spectrum, even in those countries that have legislated towards an equitable and percentage distribution in three sectors. On the other hand, the present era has again evidenced the political activism and pressure exerted by media groups in alliance with the elites against the decisions and interests of the social majorities. More recent episodes, such as the indigenous uprising in Ecuador and the citizen mobilizations in Chile in October 2019, have once again demonstrated the distance between the agenda of the peoples and the private media. But these recent phenomena, in addition to the conservative and neoliberal turn in some countries, also highlight the validity and importance of citizen media, media empowerment and self-representation as a form of resistance and social transformation.

Community radios in Spain

The history of community radio stations runs parallel to the development of Spanish democracy. These radio stations were pioneers and anticipated forms of communication and citizen participation that now, with the Internet, are natural: appropriation of technologies, citizen journalism, horizontal operation. The purpose of this study is to show how and where the transformations of community radio stations have taken place and how they have gone from being an alternative means of dissemination to configuring new community communication practices. A learning that can be very useful for new media and communication practices on the Internet.

After the end of the dictatorship in Spain, a large number of radio stations appeared without permission to broadcast, responding to the need for expression of different sectors and social groups. This phenomenon of pirate radio stations includes projects of different types: experimental, independent commercial, municipal and from various sectors interested in developing the radio as a space for political, cultural or educational expression. "After Franco's regime and with the recovery of democratic freedoms, there is a will, we could even say a pleasure, for the exercise of freedom of expression and communication" (Moragas, 1988, p.

92).

The decade of the 1990s was a period of change and reinvention. Some of the projects that emerged in the 80s continued while a new generation of radios was born. Some of the new projects maintain the vindictive spirit of the first stage, while others are oriented more as spaces for youth expression. The term free radios, of European origin, began to combine with the concept of community radios of Latin American and Anglo-Saxon influence. There are radios that use both terms interchangeably to define themselves, while other stations understand that they are two different typologies.

At this stage the protagonists are the young people of the neighborhood and the different urban tribes that exchange their music through the radio waves. The radio stations show a more cultural and entertainment dimension, as opposed to the political and protest action that loses prominence. This open radio model is configured as a free access space, where anyone can make their own radio program (turning the radio stations into receivers of proposals) and become part of an association by paying a fee to support the project.

In the last decade, community radio stations have given space to new problems and profiles of participants, being the groups and collectives that suffer the most from exclusion, or with greater difficulties in the exercise of their rights, those who show greater interest in participating in community radio stations. We are thus faced with a model that is gradually and precariously configured in the absence of public policies aimed at this type of project.

03.

INTRODUCTION TO GROUP OBJECTIVES

INTRODUCTION TO THE GROUP: ASPAYM ASPAYM Castilla y León is an entity that works with the aim of improving the living conditions of people with disabilities in general and with spinal cord injury in particular. In this way, and following the main proposal of this project, which works to minimize the risks of social exclusion, we include in our target group young people between 18 and 30 years old with and without disabilities living in Castilla y León.

On the part of people with disabilities there are different types. In this case, most of the young people who participated were in the group of young people with physical disabilities. In many cases they were wheelchair users, although there were also young people with cerebral palsy and cases of young people with intellectual disabilities and visual impairment.

In the case of young people without disabilities, the group has been quite diverse, since there were young people who actively participate in the activities organized by the organization and are used to working with young people with disabilities, but there were also some people who were collaborating for the first time and who came from careers related to the field of communication.

Each of the young people involved has contributed with their experience, complementing the rest of the colleagues who were collaborating in the project. In this way, and with the intention of forming an inclusive team of young people, following the usual trend of the activities organized by the organization, they themselves have been the main protagonists, playing the role of announcer, journalist, writer, editor, layout... As a result of this process, many of the children learned to work together, supporting each other in the tasks that perhaps some of them could not perform. This has helped them to reinforce their self-confidence when it comes to transmitting an idea or thought.

INTRODUCCIÓN DEL GRUPO: BB&R BB&R is an organization that works with the aim of improving the skills of young people to increase their chances of entering the labor market and actively participating in society. In this way, and following the main proposal of this project, which works to minimize the risks of social exclusion, we included in our target group young university students, unemployed or with a migratory background (between 18-30 years old and residents in Spain).

These profiles have allowed us to have a diverse and inclusive group of young people, following one of the guidelines of "Radio 4 Youth" which is intercultural dialogue. At the same time, each of the young people involved have contributed with their knowledge, experiences and experiences in the 10 issues that most concern them. This allowed the young people to be protagonists during the meetings, reports and training sessions, as well as to learn different tools and skills in podcast production. Finally, it should be noted that the young participants have increased their perception of themselves as Ibero-American people.

INTRODUCTION TO THE GROUP: CEPAG The proposal is aimed at adolescents and young people between 15 and 29 years of age living in the peri-urban area of Asunción. This area is part of the poverty belts of our capital city, with the highest rate of unemployment and a worrying rate of adolescents and young people vulnerable to drug use, overcrowding, no recreational facilities, poor housing, inadequate food and unsatisfied basic social services.

These problems contribute to the progressive deterioration of the youth and the community in general, leading to more and more violence, delinquency and drug use. For this reason, CEPAG accompanies this vulnerable sector with different programs such as job placement, training in soft skills and trades, human and youth empowerment training.

As part of this project, the young people have acquired tools and skills in the production and recording of radio podcasts. The training and dialogue spaces have allowed them to develop with greater confidence and to reflect on the 10 issues that most concern their country.

INTRODUCTION TO THE GROUP: GURISES UNIDOS The proposal is aimed at adolescents and young people between 12 and 20 years of age, of both sexes, who attend the Santa María Youth Center, a project carried out by Gurises Unidos. Most of the participants live in the Piedras Blancas neighborhood, particularly in the settlements and housing regularization plans in the area.

The families of the adolescents and young people who participate in the project are in vulnerable situations. They are characterized by a precarious labor situation on the part of the adults involved, with unsatisfied basic needs, since in general their income comes from informal jobs, often sporadic, and social benefits.

Survival strategies include the entire family nucleus, this situation generates a care deficit that has various consequences, so that many of the adolescents support the work of the adults; this exposes them to risk situations and to developing strategies in the street. It is also important to highlight domestic work situations, since many of the adolescents perform household and care tasks.

In most of the families, the adult representatives have little educational background, which makes it difficult to accompany the educational processes. At the same time, adolescents have a set of difficulties that hinder educational progression linked to individual factors: confidence, self-efficacy, motivation, as well as the incidence of institutional factors related to educational centers such as those related to the pedagogical activities developed, the link with teachers and the link with peers.

We also know that the situation has been aggravated by the health emergency caused by the expansion of COVID 19 in Uruguay, which has increased the levels of educational inequality for adolescents in a situation of social vulnerability due to the requirements generated by distance education, such as having devices, connectivity, knowing how to use the tools, adult references to accompany the educational process, motivation to study and a space at home. It is therefore relevant to reverse this educational situation by generating alternative strategies that allow adolescents to reconcile with the educational environment, increasing their self-esteem around their capabilities, providing opportunities for the development of cognitive, social and digital skills, integrating themselves in a socio-educational proposal from an integral perspective, strengthening their educational path, enabling higher levels of autonomy in relation to the self-management of their learning.

Gurises Unidos seeks to consolidate the Youth Center as a different space that provides new opportunities for adolescents, identifying their needs and interests and projecting them in the short and medium term.

In relation to the personal characteristics of the adolescents who participate in the proposal, priority is given to their interest and motivation to participate in the different socio-educational activities and to promote skills that allow a better integration. In addition, with each adolescent we build a participation agreement integrating the different objectives proposed jointly by family-adolescent-Youth Center through the following dimensions: education, health, socialization, autonomy, citizenship, and when they leave the Youth Center, integration into the world of work.

INTRODUCTION TO THE GROUP: IDEAC El The target group is young people from the rural area, students and with productive agricultural and livestock activities.

Target groups: Two groups with members between 18 and 35 years of age participate in these radio trainings. Ninety percent of the participants are women. One group is located in the rural area on the outskirts of the capital, and is made up mainly of women engaged in agriculture and regular studies, some of whom are completing their university degrees. They are part of poor families whose main income comes from agricultural activities. Another group, with young people between 18 and 35 years of age, is located in the border region with Haiti. They come from families who live mainly from farming and some are completing their university studies.

04.

RESULTS OF THE SURVEYS

RESULTS OF THE SURVEYS The Radio For Youth project, financed by the European Union's Erasmus Plus program, aims to give visibility to the reality experienced by young people in vulnerable situations in Ibero-America, working on different issues of concern to them, and providing communication tools to give them a voice and empowerment through the acquisition of digital skills. The project is developed by five social organizations in Ibero-America: ASPAYM (Castilla y León, Spain), Centro de Estudios Paraguayos Padre Antonio Guasch (Paraguay), Gurises Unidos (Uruguay), Instituto de Desarrollo de la Economía Asociativa (Dominican Republic) and Biderbost, Boschan & Rochin (Spain).

Within the framework of the project, one of the lines of work that has been carried out is to promote research on the topic of youth and communication, designing and executing a survey of young people in order to learn more about their general characteristics, interests, concerns and links with technological and communicational tools. The results of the survey are presented below in a comparative manner among the organizations in order to identify common and particular aspects among the territories in which the project is implemented.

The survey was conducted among 224 young people from the different territories where the Radio for Youth Project is implemented.

GENERAL CHARACTERIZATION Gender

Considering the gender of the young people surveyed, in general terms, approximately one third (34.4%) of the respondents are men, while the majority are women (64.7%). A minimal percentage (0.9%) do not identify with the male/female categories. If we look at each institution (Figure 1), we can see that this distribution is repeated for all organizations except for the case of the USG, where the male gender predominates among the respondents.

Age

With respect to the general age, the average of the total number of respondents is 21 years old and if we consider the same according to age brackets, there are differences in the distribution according to the different organizations (Graph 2), while in ASPAYM and BByR the consultation is concentrated in young people over 20 years old, in CEPAG and GGUU, a lower average is observed.

Level of education

Regarding the last level of education, 74.1% of the young people surveyed reported having at least a high school diploma. If this dimension is analyzed according to institution (Figure 3), there is a marked difference since those surveyed by ASPAYM, BByR and IDEAC have higher educational levels than those consulted by CEPAG and GGUU.

Geographical area

The geographical area of reference for the young people consulted is mainly urban (73.2%); however, there are particularities according to the organization, since ASPAYM, BByR and GGUU are predominantly urban, while CEPAG and IDEAC are mostly young people from peri-urban and/or rural areas.

Latin American identity

With respect to the question on Ibero-American identity, there is no general certainty in this regard, with only one third of those consulted responding affirmatively, while the same proportion responds negatively. A high proportion (21.4%) stated that they did not know. There are also differences between organizations, since while this feeling is clearer in USG and IDEAC, in the rest of the organizations the response is mostly negative.

CONCERNS OF THE YOUNG PEOPLE First, when asked about five things that concern them about the world today, a word cloud is presented below that summarizes the general responses of young people in this regard.

Secondly, if we focus on the general concerns of the young people consulted in the survey, we observe (Figure 6) that the main ones have to do with situations of economic, social, labor and gender vulnerability. The categories identified with the least concern are the aging of the population, religious conflicts and depopulation in rural areas.

Thirdly, if we consider the degree of concern, the response is similar in terms of importance to the previous consultation, being the phenomena of vulnerability and socio-economic inequality the ones that register the highest degree of concern, followed by a more political dimension that is linked to conflicts, insecurity, corruption, lack of political freedom, and finally, the categories that do not generate greater concern among the consulted population are those associated with aging, depopulation or religious conflicts.

When asked who should act in response to the concerns of young people, there is broad consensus (69.6%) that it is society as a whole. Then, the remaining respondents mentioned, in equal proportion, that it should be the responsibility of politicians and young people themselves.

TECHNOLOGICAL AND COMMUNICATION TOOLS Mass media

Regarding the use of media, social networks and on-line media are the ones chosen by most of the young people. However, if we look at the distribution by institution, we see that in CEPAG and GGUU television plays an important role.

Technological devices

When asked about the technological devices most used to connect to the Internet, the cell phone or cell phone is the main one in general terms and also if we look at each institution.

Radio and Podcast

Regarding radio and podcast listening, in general terms, the former is more listened to than the latter; however, if we focus on the distribution by institution, the podcast is listened to in IDEAC and CEPAG by a significant proportion of the respondents, while BB&R and GGUU is less popular among them.

Frequency of Radio listening according to Institution:

Frequency of Podcast listening according to Institution:

Social networks

Social networks most used by the young people consulted are Instagram and Facebook, the former being the main one in more than half of the cases, while the latter is used by nearly two out of every ten young people. An analysis by institution shows that in the case of CEPAG Facebook is the most popular and a third of those consulted by BByR use Twitter as their main social network.

Concerning the use given to social networks (Figure 14), the main use declared by young people is to get information about what is happening in the world, in the same proportion as sharing publications. Online games or online shopping do not seem to have a relevant weight among them.

As for the networks they choose to be informed about the problems, it varies with respect to the most used networks, since Twitter appears with greater weight, while Instagram and Facebook is also the choice of a quarter of the respondents.

It is also observed that the relevance of Twitter is mainly in ASPAYM and BByR.

The credibility of the news consumed from social networks is generally low, with six out of ten respondents mentioning categories 1 and 2 of the scale. According to the institution of reference, IDEAC and GGUU are the ones that register higher credibility with respect to the rest.

When asked about the verification of news that are read on social networks, there is a large percentage of those consulted who mention that they always do it, with 67.8% of those who answer 3 and 4. The young people consulted by ASPAYM, GGUU and IDEAC are those who state that they carry out the verification practice more frequently.

Finally, the choice of social network to make a Podcast, Instagram and YouTube are the main ones according to young people.

GENERAL CONCLUSIONS By way of summary, it is possible to add that the survey was carried out among 224 young people, mostly women (64.7%), with an average age of 21 years, but with differences in this regard among the different organizations surveyed. In general, a high level of education is observed among the participants, although with differential profiles among the institutions and territories consulted. Likewise, the population is mostly urban and does not have a clear Ibero-American identity.

Regarding the issues of concern to the young people consulted, the main ones are those related to situations of poverty, vulnerability and precariousness, followed by aspects related to the political reality in which they live. The vast majority consider that society as a whole is the one who should solve these problems.

Finally, with regard to the use of technological and communicational media, online media and social networks generally monopolize access to information, while cell phones appear as the main device used. The radio is more listened to than the podcast, and Instagram is the most frequented social network by more than half of the respondents, however, the social network Twitter is the one they use the most for information. Regarding the type of use, informing about what is happening and sharing publications are the two main activities on social networks, and there is a low level of credibility in the news that circulate through this medium and a high level of verification of such information.

05.

CASE STUDIES

CASE STUDY ASPAYM How was the process designed?

There are 17 SDGs and 169 targets in total. While they are all important and An inclusive some design based on the DUA methodology - Universal Design forsection Learning interrelated, will be more relevant to your business than others.

This was followed proposing thetargets processyour of direct work with young people. can identify thewhen specific SDGs and organization is prioritizing, and This model takeshow intothey account diversity of the students in order achieve effective demonstrate alignthe with your own internal strategy andtogoals. inclusion, thus minimizing the physical, sensory, cognitive and cultural barriers that may exist, thus favoring equal opportunities in accessing all educational and pedagogical resources, including those related to non-formal education.

In the same way, it was decided to comply with the principles of the DUA which, as detailed by Ingrid Mosquera in an article published by the International University of La Rioja, are related to representation, that is, what to learn, motivation, related to the reason for learning, and action and expression or, what is the same, how to learn. In this way, with the design of the process, it was proposed that the young people themselves manage themselves, using active and participatory methodologies and enhancing their autonomy.

In addition, in the design of the direct work process with the group of young people, it was decided to include young people with and without disabilities on equal terms, favoring joint work and the exchange of experiences while enhancing the strengths of each one of them. Young.

These two aspects were aimed at promoting peer learning, eliminating barriers and stereotypes and also contributing to the improvement of interpersonal skills and social skills, regardless of whether they were directly related to the specific topic of the project or not.

On the other hand, the design of the project itself was the design of the work process with the young people the phases that were established were followed approach was incorporated in the proposal that participants.

also taken into account in of our entity. In this sense, and the Ibero-American was passed on to the

How was the activity carried out?

Due to the COVID-19 pandemic and the target group we work with, which includes young people with disabilities who are within the risk group, the entire process was developed in a virtual way using tools such as Zoom, Jitsy and Meet for the meetings and Zencastr to record interviews and reports with the people we have for each of the ten selected topics.

The Radio for Youth project workshops were included in the non-formal education There 17 SDGs and 169 targets in total. are all important and were offerare that the entity offers to the youth While of thethey community and meetings interrelated, sometwo will weeks be more to your business than others. This section scheduled every to relevant work on the entire process. can identify the specific SDGs and targets your organization is prioritizing, and The first sessions werealign aimed atyour making people familiarize themselves with demonstrate how they with ownyoung internal strategy and goals. the theme of the project and begin to loosen up when speaking in public, speaking into the microphone, respecting times and spaces so that voices do not overlap ...

Initially, you had proposed using a board game called “Radio Days” that is designed precisely to work on that, although given the impossibility of using the complete game online, only some improvisation and vocalization exercises were carried out to complement this part in the most dynamic way possible.

In the following sessions, concepts related to the chosen themes, the IberoAmerican context, the different realities of the countries involved in the project and the different journalistic genres that could be explored with the project were worked on.

In parallel, and taking advantage of the fact that the transnational formations of the project were also developed online, the young people themselves were able to participate in that first training and work on everything related to recording and editing of audio, radio music ... It was also an important occasion for the cultural exchange with young people from other social entities, which helped them to know first-hand what we had already worked on in a theoretical way.

The work sessions in the following months were aimed at preparing the radio pieces in small groups, depending on the interests of each one. In this part of the process, they did writing, voiceover and editing tasks, but also production tasks, since the young people themselves were the ones who were in charge of searching for and contacting the experts they interviewed.

After this phase, the activities returned to focus on everything related to public speaking. The objective of these sessions was to work with the young people to prepare them for participation in the radio debates that were organized with young people from the other countries involved in the project. Again, the fact that the second training was held online benefited the process, since all the young people who wanted had the opportunity to participate in at least one of the debates on the ten selected topics.

Continuing with the rhythm of the project, the following sessions organized at the local level in the case of ASPAYM Castilla y León were closely linked to the editing and musicalization of the audios, a phase in which the young people themselves also played a leading role. . In this way, more theoretical sessions were organized that were combined with practical learning to later work in small groups on the retouching of previously recorded radio pieces.

The young people have also participated in the process of giving feedback to the work of their colleagues from other countries, so in addition to their reports and podcasts they have been involved in the process of editing radio pieces from other entities. This part has been very useful, since it helped them to see that their work made sense within the overall project and also gave them a certain security when verifying that what they had done was not so different from what the rest of the people had prepared involved in the project.

TESTIMONIALS Mario Palenzuela García - Young Person What have you learn after this experience?

This experience has enchanted me, because I have met people from other countries, I have had a good time learning a lot from each one of them and we have been able to debate on very diverse topics that to this day both for the world and for young people are still great unknown.

We also had the opportunity to propose alternatives on the topics that we had to debate to try to propose solutions to the problems that were happening, we shared pleasant and fun moments getting to know the culture of other countries and I was able to reach the conclusion that each country faces problems from different point of view.

The radio has helped me meet new people and improve my communication skills in front of a microphone.

Daniel Jerez López y Angela Diente Castaño - Young Person Would you recommend this experience to other young people?

Yes, I would definitely recommend it because it has allowed me to meet young people from other countries and their different realities at a cultural, ideological, political level...

It has also allowed me to know more in depth some programs and tools to create a podcast with the rest of my classmates.

The best thing about this project has been to be able to learn things that perhaps before were completely unknown to us and above all to be able to meet young people, albeit telematically, which otherwise would not have been possible.

Iñaki Martín Sanz - Young Person After this experience, what do you think about podcasts?

Participating in this podcast project has helped me better cope with the period of lockdown during the pandemic. Being an active part of this project and being able to train in the editing, recording and creation of podcasts has helped me to learn more about the process from beginning to end since I am a great consumer of this type of format.

I think that the podcast helps us to give a voice to make visible many of the problems that affect us young people and is a powerful tool to connect with other people who may feel identified with your reality.

Marta Pavón - Young Person

How has the group work with other young people been?

The experience of working with other groups has been both sweet and sour. I have experienced and known different realities that were not within my reach. We have spoken openly about inequality, situations of social exclusion, safety in neighborhoods or the social guarantees that each country proposes and it has been very enriching to learn that, despite the fact that we are thousands of kilometers apart, we are very equal but above all there are many differences in the way of seeing life.

Doing the radio, hearing them speak in the first person about how they see their situation and analyzing these conflicts only give more and more desire to continue creating networks with our neighbors in Latin America, a place unknown to many, but an example of progress and unity.

CASE STUDY BB&R How was the process designed?

There are 17 SDGs and 169 targets in total. While they are all important and The main reason directto work the young of Salamanca interrelated, some for willcarrying be moreout relevant yourwith business than people others. This section was diverse.

The reasonsSDGs wereand diverse, although the followingis three stand out. can identify the specific targets your organization prioritizing, andFirst, because thishow methodology is capable of creating real practical experiences that demonstrate they align with your own internal strategy and goals. close the gap between the learning that is generated and its application in the real world. Secondly, because this methodology is just beginning to be implemented in higher education and our youth group was university students.

Thirdly and finally, because ApS made it possible to integrate the virtual modality into the work with the young people, making it possible to overcome the difficulties posed by the pandemic.

Based on the ApS, it was also decided that the youth group itself would be in charge of deciding roles, functions and resources. For this purpose, methodologies of active participation, decision making and conflict resolution were used. Along the same lines, it should be noted that, although our youth group came from the university world, the young people who made up the group had different backgrounds. In this sense, ApS also allowed them to exchange experiences and knowledge on both a personal and professional level.

Finally, ApS allowed the youth group to combine digital technologies not only with radio and podcasts, but also to experience in a real way solidarity, responsibility and service to others, as well as satisfaction for the goals achieved.

How was the activity carried out with young people?

The youth workers contacted the youth group to introduce them to the project, the topics decided from the survey and the process to be followed in the reporting.

The youth group members then decided which two topics they wanted to take on, including preparing questions, researching information and being interviewed. The youth workers provided guidelines for the youth group to follow so that the youth group had a frame of reference.

There andthe 169youth targets in total.

While they are allwith important andworkers, Basedare on 17 theSDGs above, group established, together the youth interrelated, some relevant to were your business others. Zoom, This section days and times to will holdbe themore reports.

These carried than out through in order canbeidentify specific SDGs from and targets your organization prioritizing, andin the to able tothe record directly this platform and the filesiswere recorded demonstrate cloud itself. how they align with your own internal strategy and goals.

Once the recordings were finished, a feedback session was held with the youth group. In this regard, the youth workers asked the following questions to initiate the reflection: did you like the experience, being able to interview different young people, getting to know their opinions on the topics in question? Has the experience allowed you to improve, for example, your active listening, your podcasting skills, or to get to know other realities?

Another meeting was scheduled with the youth group to review the recordings and edit them to produce the final reports. For this, Zoom was used as the meeting point and Audacity was used as the program to manipulate the audio. This allowed the youth group to give feedback on the reports, say the editing and export the final file once everyone involved was in agreement.

As for the second preparation session, the youth group was introduced to the structure of the debates: parts of speeches, time allotted, turns to speak, key questions and moderation. At the same time, we worked on active listening, interculturality and respect when intervening as key values for the Ibero-American debates.

TESTIMONIALS Marta Molina - Young Person What have you learned from this experience?

The RAYO debates are an excellent opportunity to get to know the different realities of the world. Thanks to these debates, we not only have the opportunity to meet people who live in contexts very different from ours, but also to exchange views on major current issues. Participating in these debates has helped me to understand the different visions that are held in various countries about the same problem and to understand the current state of affairs in contexts that are different from my own. I have learned how the same problem is seen in completely different ways depending on the socio-demographic situation and the culture of a territory.

How has it been working with people from different Latin American countries?

It has been a very enriching and interesting experience. I think these debates are a very interesting way to get to know people who live far away from you and to understand what their life is like. It is very important to have a space to talk and collaborate with different people/countries to find solutions to global problems. I think RAYO has given us this opportunity and has allowed us to strengthen ties with countries with which we have a lot more in common than we think.

From this experience, what do you think about podcasts and would you recommend this experience to other young people?

Podcasts are an effective way to reach many people and they fit perfectly with the format of the RAYO debates. I would recommend this experience to many young people because I think that, despite trying to empathize with other countries and contexts, sometimes it is very difficult to understand a reality without having direct contact with it.

Pablo Osorio - Young Person What have you learned from this experience?

That from non-formal exercises such as a podcast, an open dialogue can be generated that allows to know -first hand- several testimonies of the realities of young people and their labor outlook. In addition, thanks to the performance of ICTs, it was possible to facilitate access to all participants to share their experiences from their own context, and to build a joint panorama.

There are 17 SDGs and 169 targets in total. While they are all important and How has it been working with people from different Latin American countries? interrelated, some will be more relevant to your business than others. This section It was quite interesting. In the particular case of the group with which I had the can identify the SDGsWe andfound targets yourmore organization is prioritizing, and so opportunity to specific collaborate. even similarities than differences, demonstrate how they your own internal andtogoals. that the debate wasalign highlywith constructive, allowingstrategy us -evengenerate a prediagnosis (from a non-formal space) of similarities and trends that concern young people with regard to their future work.

Therefore, from this exercise -in the eyes of Wright Mills- we could be generating a space in which diverse concerns, from different contexts, are combined and go from being personal or isolated concerns to shared social problems at the IberoAmerican level. This provides a great socio-political justification to continue with this project.

From this experience, what do you think about podcasts and would you recommend this experience to other young people?

Of course I would recommend it. It is a great tool that is becoming a trend for active and passive participation within the media.

Also, we have seen that it allows instant interaction between several people from different contexts, despite the distance that may exist between participants, which enriches this type of spaces.

Teresa Martín - Young Person What have you learned from this experience?

Experience has taught me to turn the ear into a vehicle of integration, capable of discarding stimuli of a visual nature, linked to the aesthetic. Radio allows us to discern that which recognizes us as equals, while at the same time it enhances the identity of each individual. Every discourse has a forum in which to be heard, far from the conversational exchange from which we are only heard. Every story is as valid as it is necessary for the story of humanity.

How has it been working with people from different Latin American countries?

The international nature of the experience offered a wider field of vision, capable of embracing nuances and sensitivities. Cultures have merged, giving the best of themselves, highlighting the points where they converge and mutually supporting opposing subjects for common learning.

From this experience, what do you think about podcasts and would you recommend this experience to other young people?

The experience is highly recommended, since it generates a wide range of possibilities. It offers an exclusive edition to its participants, who shape the project with their contribution. Podcasts offer communicative freedom, freeing us from the most dogmatic assumptions. We must be aware of the potential of our voices, of the echo of our speeches, to make the planet the common home we dream of.

CASE STUDY CEPAG How was the activity carried out?

There are 17 SDGs and 169 targets in total. While they are all important and interrelated, will becontacted more relevant your business than others.

This section The social some educator the to young collaborators of CEPAG for the can identify the specific SDGs and targets your organization is prioritizing, and presentation of the project, after which dialogues were held on the different demonstrate howinto they align with own internal goals. topics, taking account the your information relay strategy from the and survey conducted and the process to be followed in the reports.

In order to carry out the work, timetables were scheduled to be agreed with the young people, which had to be postponed and modified due to the health crisis at the time. CEPAG had to adapt to the time of the young students and their limitations. (Handling of technology and access to connectivity). For this reason, more time was invested than programmed to carry out the program in the established time.

The recordings were made according to the time and availability of resources and people. For this purpose, schedules were established to carry out the recordings with CEPAG's office equipment available. Once the recordings were finished, it took some time to edit them and convert them to MP3 format.

The young people appreciated the learning, however they realized that the conditions were not 100%.

For the second recording, the young people involved in the project became more skilled in the use of technological tools and content analysis for the podcasts.

The dynamics of the work always took place at a semi face-to-face level, due to the limitations of the aforementioned resources.

In fact, it is worth mentioning that for CEPAG, working with young people is a new challenge at present. In addition to the accompaniment and follow-up of this initiative, links have been strengthened and new forms of relationship have been created from the novelty of the use of and access to technology and connectivity.

And even more, the contact with other young people from different parts of the world.

The activity itself was developed from a very significant experience for both CEPAG and the young people who were part of this initiative; we value the successes and some failures, as part of a unique and enriching experience product of a great teamwork, both locally and with other organizations.

TESTIMONIALS María José Ruiz Díaz Ríos - Paraguay (19 years-old) With the experience of the "RAYO" project, I have learned how to use the necessary tools, to produce radio pieces with social content, how to develop myself, to know how to mark the time, how to add background music according to the topic, how to cut, how to pause and also how to listen to myself.

The work with other young people has been quite good, because I have learned more from them, getting to interact with other young people, who are from other countries, helped a lot and to know more about them and their realities. Where only I thought, that only I saw the reality here in Paraguay.

And locally, we have worked in groups, dividing the topics, and we took turns, because we do not have access to technology and connectivity.

My opinion about podcasts, knowing the importance of a podcast seems interesting to me; the podcast as a means of communication, training and information. It is worth mentioning that, although in Paraguay, the use of it by the population is still little.

However, from this experience, I would recommend it because I consider it as a very useful means of communication to inform, communicate; above all to make debates on current issues of interest to our country.

Ángel Eder Iván Ortiz - Paraguay (18 years-old) I was participating in the "RAYO" Project; on behalf of CEPAG; with the "RAYO" experience, I learned to use the tools for the realization of Podcast, to mix music with the audios of the topic according to what I am saying and listening; to use the necessary tools to create a good audio content, for radio podcast or any other audio content.

The experience and the work with other young people from Latin American countries has been good, because I learned from them. I learned a lot about their cultures, their customs. It was very good to meet new people and listen to other things that happen outside my country. From this experience, I think that podcasts are the best, because if you like a topic a lot, you can listen to it again as many times as you want, and wherever you want.

It is very good; it is a very good tool; since it can be used as study material, and many other things; not only as entertainment, but also to be informed. It is a great tool that can be used in communication, entertainment or other areas.

In fact, I would recommend this experience to other young people, since it is an expansion of knowledge. It is a good experience, I recommend it 100%. For me it was the best. With this experience I got out of the routine, I interacted with others.

It was a very enriching experience.

CASE STUDY GURISES UNIDOS How was the process designed?

There are 17 SDGs and 169 targets in total. While they are all important and The design some and will planning of relevant the process wasbusiness based than on the Rights interrelated, be more to your others.

Thisapproach, section placing thethe protagonism of adolescents the search for their autonomy. can identify specific SDGs and targetsinyour organization is personal prioritizing, and demonstrate how they align with your own internal strategy and goals.

For this, it was essential to take into account the following aspects: Role of adults in adolescent participation processes Educational link Development of competencies Identification of interests.

How was the activity carried out?

The project was integrated as a workshop within a socio-educational proposal, and was structured as follows: a playful introduction to the subject, a central activity according to the planning and a collective closing where the main learnings are collected.

The objective of each meeting focused on carrying out exercises and / or specifying products in each instance in order to apprehend the concepts and sustain motivation.

The self-management of the adolescents was encouraged and their circulation within the Center and in the community was promoted.

Content prepared: Sound composition: radio resources, emotion building, timing.

Radio formats: interview, reports, surveys, surveys, radio theater, anecdotes, ping pong and chronicles.

Construction of information: what to report, what for and sources.

The power of information: Big mass media vs. community construction of information.

Ethical principles.

The podcast format: origin, structure, particularities and contributions from the youth population.

The audience: what it is, how it is defined and its feedback.

Stages of radio production: thematic selection, research, contents, preselection of materials, editing and post-production.

Radio script: construction of the common code, language and acronyms, approaches to editing.

Interview: structure, types of questions, interviewer's skills.

The survey.

Radio drama: storytelling, script, sound staging.

Editing programs: audio conversion, tools, exploration in different programs.

Post-production: aesthetic definition, systematization spreadsheets, broadcasting channels, social networks.

Actions carried out: Sound experimentation and staging.

Construction of a mobile recording booth Exercises in voice-over, vocalization, vocal projection.

Exercises of critical consumption of audiences Neighborhood and institutional tours relevant to the themes of the podcasts.

Interviews with qualified actors and/or interviews with public figures.

Thematic sensitization experiences "Thematic film forums" that integrated all the adolescents of the Youth Center where the Project is developed. In these instances, a pair of teenagers from the Rayo Workshop, after watching films related to the topics of the podcasts, facilitated the exchange based on a planned participatory playful dynamic.

Journalistic mini-investigations Meetings with experts on each topic.

TESTIMONIALS We asked three adolescents participating in the project some questions about their process:

What have you learned after this experience?

“One of the most important things I learned was being able to relate to different types of people and see different points of view, also using computers to edit and record." - Federico.

"I learned to use programs to edit audio for podcasts, I also learned to convert formats, find music that works for podcast themes. And that to edit you have to be patient." - Alan "I learned to work in a team, I worked my patience, I learned to record, to listen and to see different types of opinions and I learned to podcast." Giovanna.

How has the group work with other young people been?

“An experience that I had already been learning with the youth of the Youth Center but that was reinforced with people from other parts of the world." Federico "Quite good with the colleagues from the youth center, we worked as a team and they came out good results." - Alan "It was something totally new for me since it is the first time that I interact with people from other countries, and communication was difficult since I still have to work on my shyness when speaking." - Giovanna.

After this experience, what do you think about podcasts?

"It is a very complex way of communicating a message but with a good performance it can be achieved."- Federico "It is interesting to talk about issues that matter in society and that many times we do not talk about on a daily basis." - Alan "Which is a good way to get informed and inform people about different situations in different parts of the world, in addition to other means of communication." Giovanna

Would you recommend this experience to teenagers and young people?

"Clearly yes, since it is something new and that perhaps they can take as a point of reference for future work." - Federico "Yes, to say what they think about certain issues that influence everyone, that adolescents have a voice and participation." - Alan “Yes, because it is a new way of communicating and it is interesting, it opens up new opportunities such as work in the future.” - Giovanna

CASE STUDY IDEAC How was the process designed?

There are 17 SDGs and 169 targets in total. While they are all important and The "Radio some for Youth" to work to onyour radio with young people This went through interrelated, will beproject more relevant business than others. section twoidentify phases,the a preparatory and anyour implementation We started can specific SDGsphase and targets organizationphase. is prioritizing, andfrom a general design provided by your the own Project Executor (ASPAYM) financed by the demonstrate how they align with internal strategy and goals.

ERASMUS program of the European Union. Starting on 1.12.19 and concluding on 30.11.21 and having as participating partners the organizations IDEAC of the Dominican Republic, BB&R of Salamanca, CEPAG of Paraguay, and Gurises Unidos of Uruguay. The general design presents the main activities of: Management; Intellectual Products; Dissemination; Training Courses; Multiplier Events; Administrative and Coordination Meetings. This design is the reference for the local designs of the participating partners.

A) Preparatory phase.

Based on the baseline design, activities were carried out to align participants around the project's objectives.

1. Background. A first meeting of the participants was held in Valladolid in which the partners had a first contact to get to know each other, a general presentation of the project was made, in its main aspects of objectives, main tasks, organization and communication from the WEB, and budget.

2. Internal IDEAC socialization. (goals and objectives, project coordination, functions, the pandemic). To align IDEAC with the objectives and goals of the project, an internal session was held in which information about the project was shared and decisions were made to assign the appropriate responsibilities for execution. With this activity, the project execution begins to be designed.

3. Project Objective. The ultimate goal is to empower those young people with fewer opportunities by learning radio communication and the opportunities offered by new technologies. Eight radio pieces will be produced in which young people will discuss the problems that most concern them. In addition, as this is an international project, they will be able to come into contact with young people living in other realities and will benefit from intercultural relations. The project will also generate a new methodology for youth workers (and young people themselves) to learn how to use radio as a tool for youth empowerment.

B) Proceso of the Design Once the project was known, the process was designed with the following activities.

Selection of the target group (location, characteristics, limitations, explanation of objectives). For this activity, several face-to-face and virtual sessions were held using ZOOM with the association that would make the selection of 10 young people who would constitute the target group based on the basic criteria of age, 18-35 years, women and men, minimum capacity for connectivity and media management (cell phones and pc), ability to multiply what was learned. In the sessions, the objectives were made known, the selection was made and the names of the participants were communicated to IDEAC. Ten young people living in social and economic constraints on the outskirts of the capital were selected. The group selected a coordinator to be in charge of keeping the other participants active in the various activities. The selected youth belong to a women's association that is affiliated with the National Confederation of Peasant Women (CONAMUCA).

Workflow programming. Once the selection had been made, the training activities were scheduled with the target group. Special attention was paid to the scheduling, taking into account their work and study situation. Three young people would participate in the training, who in turn would replicate what they had learned with the other young people selected.

C) Execution phase There were many challenges in carrying out the activities with young people. In the first place, the regulations established by the authorities to manage the pandemic prevented face-to-face activities with groups, making it necessary to resort to the use of virtual platforms. The use of these platforms requires acceptable connectivity and the capacity of young people to have access to this connectivity, which in the Dominican Republic is about 67%. The broadband offer is concentrated in the capital, and the fixed broadband offer is (13.97 Mbps) and mobile broadband is (15.35 Mbps), when in other countries such as Chile with fixed broadband with 43.65 Mbps; and Uruguay with (35.55 Mbps).

The first step in the implementation was the participation of young people in the selection of 10 relevant social issues based on their interests and sensitivity to what they experience on a daily basis. These issues were: insecurity, access to quality education, equal opportunities for young people with disabilities and at risk of exclusion, access to quality health care, corruption, food security, inequality, gender equality and poverty.

Then, in a third step, they participated in a training on recording debates, platforms for publishing podcasts, use of playlists and headers. With this training they elaborated 10 reports, one for each selected topic and then they were edited with the basic elements of a podcast.

The fourth step carried out with the young people was the elaboration of two podcasts thetargets debates and While reportsthey made byimportant the 4 participating There are 17integrating SDGs and 169 in total. are all and countries (Uruguay, Paraguay, Spain and Dominican Republic), on two topics, interrelated, some will be more relevant to your business than others. This section Corruption andspecific Insecurity.

The young people then participate in activities can identify the SDGs and targets your will organization is prioritizing, and to multiply andhow disseminate what demonstrate they align withthey yourhave ownlearned. internal strategy and goals.

Learning.

Participants' cell phones and laptops were used in the learning process. These instruments required a certain quality of connectivity and speed, which were precarious in the social and economic situation of the young people. The training activities were virtual, with constant interruptions due to poor connectivity.

Platforms and technology.

The main platform used to create the podcasts was the "audacity" application, which was not accessible for use on cell phones. In the group one of the participants had a PC and with this unit the others learned how to use the platform, which was basically understood by the participants.

Linkage with other processes.

With what they have learned, the participants will make an important contribution to the public advocacy of the Confederation of Rural Women in their struggle for reproductive rights, access to means of production and gender equality in general.

TESTIMONIALS María del Carmen Polanco Reyes What did you learn from this experience?

I have learned to be more open with people, to share my knowledge with others, what a podcast is and how to create it, what it's for, what kind of audience is interested in it.

How was the group work with other young people?

It has been a wonderful experience to be able to share with young people from other countries and more so when it comes to such issues that are of national and international interest, to know their different opinions about how it affects them and how to solve them and to know that I can contribute is extremely satisfying.

What do you think about podcasts for the workspace?

It is excellent because it is customizable and can be mounted on a website or blog, even on popular platforms such as iTunes, Spotify, Soundcloud or Ivoox, among others. I would recommend it to young people because it is an opportunity to let our voice be heard, to let the authorities and society in general know what we think and what our aspirations are.

06.

CONCLUSIONS

CONCLUSIONS Radio for Youth has created an environment in which the young people have been able to actively participate in the project, especially in the process of creating and editing the podcasts, and have been able to work on both technical and soft skills.

In addition, they have been able to work on both technical and soft skills. In the case of the former, the young people have developed digital, editing, recording, voiceover, etc. skills. On the other hand, the young people have also been able to develop communication, teamwork and organizational skills.

The Radio for Youth project also presented new challenges to which the participants had to adapt. For one thing, the quality of the audios varied among the different groups of young people. There were also differences in the tonalities of each podcast, making it difficult to maintain homogeneity. On the other hand, the project was slowed down by having to go through a process of learning how to use the tools. However, these challenges served to help the young people learn to deal with the obstacles that may arise in their daily lives.

Radio for Youth has proven to be a challenging and enriching project. The youth have been able to develop soft and technical skills while experiencing the diversity of viewpoints provided by the other youth groups in the participating countries.

Throughout the RAYO program, youth participated in various interviews and dialogues on social issues related to inequality, corruption, lack of job opportunities, equal opportunities for youth with disabilities and at risk of exclusion, poverty, quality education, access to quality health care, food security, insecurity and gender equality.

During the debates, very interesting points of view and shared experiences in the various contexts were discussed. There were also several similarities of opinion about social problems in Ibero-America that led to the following conclusions:

Inequalities Inequality was identified as the foundation of the problems addressed. The lack of policies that promote equality of conditions accentuates the spaces of exclusion towards various groups of people in the territories. Whether for living with some type of disability, gender, place of origin, socioeconomic level or age, there are still many cases of discrimination, which strengthen stigmas and make people's rights invisible, preventing all people from having the same opportunities.

At the same time, it was noted that conditions of inequality strengthen a cyclical system of backwardness. For example, a person born into a family with low purchasing power, in a territory where private education is privileged, will have an impediment to access quality education and therefore, good working conditions.

It is essential to combat inequality by generating inclusive actions that strengthen all rights for all people.

Corruption To fight corruption, it is necessary to strengthen the methods of counterweight, as well as to improve the tools that promote transparency and accountability in the public sphere.

At the same time, RAYO's platform calls not to be a party to acts that promote corruption.

Lack of job opportunities Young people feel that opportunities for job placement are very limited. Employers are increasingly demanding more experience from young job seekers. However, few of them offer opportunities for a first job.

The outlook for rights and working conditions does not look very encouraging either.

Quality jobs are becoming increasingly scarce, and temporary and precarious forms of employability, such as outsourcing, are becoming more and more common in current and future labor models.

Equal opportunities for young people with disabilities and at risk of exclusion Although there have been advances in the guarantees and visibility of people with disabilities, there is still a long way to go to achieve a level playing field.

There are many barriers of all kinds for people with disabilities. Special emphasis was placed on barriers to mobility in public spaces, methodologies in educational spaces and inclusion in the workplace.

It was agreed that governments take very limited measures to strengthen the inclusion of people with disabilities in all areas. On the contrary, social organizations have been fundamental for the reduction of gaps in rights and inclusion of young people with disabilities.

Poverty Poverty is related to the lack of economic resources but also to the lack of access to basic resources: housing, food, work, education, health services, among others.

It is striking that in several territories of Ibero-America, access to basic goods and services is not guaranteed as a right, but is related to a privilege to which only the population with sufficient economic resources to acquire them can have access.

The conditions of poverty undermine the future opportunities of young people. The population at risk of exclusion continues to increase, jobs are more limited, more precarious, and health and education services are becoming more privatized and their cost continues to rise, which generates a wider spectrum of people living in poverty.

Quality of Education The young people place special emphasis on the problems that persist in the reality of most Latin American countries, where the private and restricted education system is privileged. This prevents, through socioeconomic discrimination, the access of all people to a quality education system.

In addition, it is essential to combat the barrier of displacement, there is a tendency in which schools and universities are centralized only in urban areas, which forces an expenditure of time and resources that not all people can access.

Finally, it is argued that by improving academic and professional orientation methodologies, it is possible to contribute to avoid school dropout at the university level. As well as keeping teaching tools and methods permanently updated.

Access to a quality healthcare system To define a quality healthcare system, the participants pointed out that it must be accessible, fast, efficient, and have sufficient material and personnel to cope with the workload required by the territory.

COVID-19 has put healthcare systems around the world to the test. And they have shown the strengths and weaknesses of each one.

It has been possible to perceive that universal, public and free access to the health system is a fundamental right that should be treated as such and not as a privilege for those who can access it by paying for services.

Food security Access to quality food safety is not guaranteed in the Ibero-American context. The causes range from people's lack of knowledge about the foods that should be included in a balanced and healthy diet, to the impossibility of obtaining products due to lack of economic resources.

There is an unequal distribution of food, healthy products go to those who pay the best prices and most of the surplus is wasted instead of being given to people without the economic resources to access these food products.

Insecurity The participants in the youth dialogues have agreed that the best strategy to generate greater security is through a collective effort that avoids the economic exclusion of people, in order to keep everyone within the law, guaranteeing their basic needs.

Within this great strategy, it was proposed as elementary tactics, to provide quality education to all people that will later allow them to get a job with good working conditions.

Gender inequality The important advances that have been made in terms of gender perspective are recognized. However, there is still a long way to go, since gender violence is still being replicated and in many contexts it is still normalized. Therefore, conditions are far from equal.

Stigmas towards women and gender roles are the order of the day, even among the younger generations.

In terms of labor inequality, there is still a large - unjustified - difference between men's and women's salaries. There are more and more women in positions of power and decision-making, however, in many places, management positions are still only held by men.

During the pandemic, there has been an increase in cases of gender-based violence, especially in the home.

COVID context There has been a consensus that since the pandemic generated by COVID-19, the various issues addressed in RAYO have been accentuated and the inequality of opportunity gaps are even more noticeable.

However, we call on young people to continue participating in activities that help to make these social gaps visible and reduce them, as they have been doing. On the other hand, it is hoped that state authorities in the various countries will listen to the voice of young people in the planning and implementation of public policies.

07.

RECOMMENDATIONS

RECOMMENDATIONS Thanks to the development of this project, we have had the opportunity to discover that the podcast is a very useful and versatile tool for working with young people.

Based on our experience, here are some recommendations on why to use the podcast as a tool for youth work and non-formal education.

Giving a voice to the youth: the podcast is another platform for all those issues that youth want to put on the public and social agenda. It is a channel that allows youth, in the role of producers, to elaborate their ideas the way they want, building their own narrative in order to reach their closest communities, as well as to get the widest possible audience within and beyond their borders. For young people, it is especially attractive because it gives them a voice that was previously much more difficult to develop, as well as amplifying that voice through social media.

Work on complex topics in an attractive way: through a series of episodes, podcasts help to work on a wide variety of difficult topics, without the need to become dense, distant or decontextualized content. This presents a great attraction, as it creates new spaces to generate conversations, exchange feelings, and even propose solutions to the issues that concern young people.

Offer other narratives to youth about their daily issues: each podcast is unique even though many may address the same topics. This provides contrasting perspectives that offer new narratives to youth around the issues and problems that matter most to them. In this way, young people have the opportunity to learn about other realities, be more open to diversity and be better equipped to face the social challenges of the 21st century.

DDevelop digital and soft skills: the podcast's operating mechanism is based on digital tools. When producing a podcast, digital skills such as the use of multimedia tools (Audacity, OBS), different digital platforms (Soundcloud, Anchor) and technological supports (computers, recording equipment) are developed. In addition, the podcast format allows to develop, among others, communicative skills (assertiveness, persuasion), and educational skills (cultural, citizenship).

Non-formal education and youth workers have another way to engage young people: the podcast is another tool to reach the youth population through interesting content in a direct way. It is a distinct educational channel that can engage youth with content of interest.

Allowing young people to be active agents in their learning: the production of a podcast enables a "learning-by-doing" process. Moreover, after this learning, young people can pass on what they have learned to their peers, i.e. "peer learning".

These two learning processes are particularly useful as they allow young people to learn from a hands-on approach and apply their knowledge in the real world.

08.

BIBLIOGRAPHY

BIBLIOGRAPHY AMARC ALC. (s. f.). AMARC ALC. https://www.amarcalc.org/ García García, J. (2017). Transformaciones y aprendizajes de las radios comunitarias en España: hacia un modelo de radio inclusiva. Disertaciones Anuario electrónico estudios de comunicación social, 10(1 Ene-Jun), 30. https://doi.org/10.12804/revistas.urosario.edu.co/disertaciones/a.4535 Radio Comunitaria. (2012, 3 enero). ONU Mujeres. https://www.endvawnow.org/es/articles/1270-radio-comunitaria-.html Tornay Márquez, M. (2021). “Radios comunitarias en América Latina, una historia de las luchas populares de un continente”