Employment through inclusion - inclusion through employment by Associazione InformaGiovani

Training course “Employment through inclusion - inclusion through employment” Split, Croatia 10th – 18th November 2015

TC „Employment through inclusion - inclusion through employment“

CONTENT: 1. 2. 3. 4. 5. 6.

SUMMARY ORGANISER AND PARTNER ORGANISATIONS IN THE PROJECT PROGRAMME OF THE TRAINING COURSE METHODOLOGY AND METHODS OF THE TRAINING COURSE SESSIONS' CONTENT OUTCOMES PARTICIPANTS' LEARNING OUTCOMES AND EVALUATION OF THE TRAINING COURSE

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

SUMMARY: The training course “Employment through inclusion – inclusion through employment” was organised in the youth hostel in Split, from 10th till 18th November 2015. It gathered 33 participants, trainers and staff from 15 organisations and 13 countries (Croatia, FYR Macedonia, Serbia, Montenegro, Turkey, Italy, Bosnia and Herzegovina, Kosovo* UN Resolution, Albania, Estonia, Germany, Cyprus and Slovenia). Focus of the training course (TC) was to empower youth workers for being able to work on youth empowerment in order to combat youth unemployment and exclusion. Objectives of the project were: • To reflect and exchange opinions about the unemployment and entrepreneurship of youth with fewer opportunities in different European countries (tendencies and influencing factors, specifications of the target group, focuses etc) • To achieve common understanding of different aspects, concepts and values of youth work and/for inclusion • To define our target groups of youth with fewer opportunities and to explore the needs and consequences of socially excluded (youth) groups around us, in order to be able to improve situations towards more inclusive society • To discuss and understand how EU social inclusion and employment policies influence our countries being members of EU or having (potential) candidate status to EU • To discuss how youth work and non-formal education can positively influence better youth employability and employment and to share examples of good entrepreneurship and employment practices combating youth unemployment • To empower and encourage participants to do quality needs analysis and develop strategies for local/European activities and longer-term programmes of youth work for employment and entrepreneurship for youth with fewer opportunities • To encourage the development of different youth work and non-formal education activities and programmes for empowerment of unemployed youth with fewer opportunities in local communities • To present the Erasmus+ Youth in Action programme and to encourage the creation of future projects with unemployed youngsters with fewer opportunities The training course followed the non-formal education approach, principles and methods and was based on participants' experience and exchange.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

ORGANISER AND PARTNER ORGANISATIONS IN THE PROJECT: 1. Association for improvement of modern living skills "Realization", Croatia Website: www.udruga-ostvarenje.hr Short description: Association for improvement of modern living skills “Realization” aims at and works on: • encouraging personal development, • strengthening youth initiatives, • promotion of non-formal education and lifelong learning of all layers of society, • promotion of European awareness and European citizenship based on interculturality, democracy, knowledge and dialogue. Association "Realization" organises regular workshops and trainings of mainly unemployed and youth on local level and on European level as a partner or coordinator. Till now, the Association was involved in different projects in the field of non-formal education, global education, volunteerism, social inclusion, intercultural learning and dialogue and (youth) unemployment and entrepreneurship. Association “Realization” is a member of the formal European network "Youth for Exchange and Understanding" and of an informal European network on social volunteering as tool for inclusion.

2. Center for Intercultural Dialogue (CID), FYR Macedonia Short description: Center for Intercultural Dialogue (CID) is an NGO, non-profit youth organization that works on national level in Macedonia. CID is civil society organization working to promote intercultural acceptance and active citizenship through capacity building processes, education and youth work. CID is youth-led thus our work focuses on many aspects which are of interest for young people: from provision of services and information, to research and support for policy-making and networking. CID is a provider of quality Youth Work and as such is well recognized in Macedonia and Europe for its work. As such, CID is offering training and educational consultancy to various public and private institutions and organizations. CID has 3 working spaces in Kumanovo with 15 people employed on full time and part-time bases. Our pool of trainers has 7 members with various expertise and experience in working with different groups on different topics. CID is especially active in provision of training courses for leadership, organizational and project development, intercultural dialogue and acceptance, conflict resolution, youth policy, youth participation, European citizenship and social media. Within our work in the past 8 years, CID has developed partnerships with youth organizations in every European country (EU and non-EU) as well as on global level. Within these networks we are especially focused on supporting exchange and cooperation between Macedonian civil society and similar organizations from other countries. CID is a member of Youth for Exchange and Understanding, and Service Civil International as well as a supporter of UNITED for intercultural action. CID is one of the most experienced mobility agencies with contact points across Macedonia, ensuring youth mobility through quality educational exchanges. CID is also involved in general mobility of teachers, school support staff, and people on the labour market. CID offers as well international volunteering opportunities through summer camps and long term volunteering in Europe and globally.

3. Youth Association creACTive (KREAKTIV), FYR Macedonia Short description: Youth Association creACTive is an organization that has youth work in the focus of its work. Our mission is to support the development of creativity and active citizenship of young people by organizing activities in the areas of culture, non-formal education and leisure time activities of young people, as well as through recognition of youth work and promotion of volunteering in Macedonia. creACTive has offices in Skopje and in Kavadarci. Since 2009 we are also coordinating a youth center in Kavadarci. The youth center is open to all young people from the city and it works every day from 11 am until 9 pm. The center organizes the free time of young people through various non-formal educational and structured leisure time activities. creACTive implements various youth projects, on both local and international level. While the local activities range from workshops, concerts, volunteer actions, seminars and sport competitions to various performances and other events, creACTive’s international work includes youth exchanges and training courses organized in Macedonia and in other countries, mainly in the framework of the Youth in Action Programme of the European Commission. creACTive also sends and hosts volunteers through the European Voluntary Service, and from 2008 until 2010 it acted as a Contact Point of the Youth in Action Programme for Macedonia. Once a month, creACTive is publishing the Youth Magazine LIBERTAS, which is fully prepared by young people from around the world, and distributed worldwide. Read about LIBERTAS at www.magazinelibertas.com.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Currently creACTive has five full time employees, seven international EVS (European Voluntary Service) volunteers, one American Peace Corps volunteer and more than fifty local young volunteers. You can read more about the work of creACTive at www.kreaktiv.mk

4. Centre for Non-formal education and Lifelong learning (CNELL), Serbia Short description: CNELL aims at recognition of non-formal education and lifelong learning as means of development of the individual and the society. This is achieved through organizing adequate programmes which contribute to: active participation of individuals in an intercultural and non-violent society; human rights execution; building up quality leadership in non-governmental organizations; self-actualization of individuals and the society; citizens' entrepreneurship, especially youth entrepreneurship. CNELL has implemented few international projects and more local and national ones, all dealing with the empowerment of youth and youth organisations. CNELL is seen as a quality provider of non-formal education activities and one of the active organisations advocating for legal definition of the non-formal education and lifelong learning in Serbia. CNELL is one of the few organisations in Serbia dealing with promoting the Youth in Action Programme and active in training EVS volunteers in the SEE, within the SALTO SEE RC. 5. SOS telephone for women and children victims of violence – Podgorica, Montenegro Short description: SOS Podgorica is national NGO registered in January 1997. and has 18 years of experience in non-formal education and gender related programs. Main goal of the organization is elimination of all kinds of violence and discrimination against women and children through educational programs, providing help and support to the victims of violence, and cooperation with governmental institutions through initiation of law amendment regarding violence against women and its adequate enforcement in practice. Permanent activities of SOS Podgorica are: - SOS telephone (free help line) for women and children victims of violence - Mediation between victims of violence and governmental institutions, such as Courts, Social services, Police, etc., - Free legal, psychological and pedagogical help, - Realization of scientific research projects, - Introducing public with forms and frequencies of violence against women, children and elderly, - Educational training of governmental institutions officials (Ministry of Interior, Social services, Judiciary, Health Institutions) with the aim of finding more effective methods for victim’s protection and possibilities for prevention. Key areas of the organization's activities - Support services to women and children victims of violence. - Legal aid and legislation. - Program of research and monitoring. - Educational program. - Public policies. - Interdisciplinary cooperation. - Publishing and public promotion.

6. Istanbul Kolektif Sanatlar Kultur Dernegi, Turkey Short description: We are an organization which aims for cultural exchange, creating a dialogue between artists and to build awareness of the world we live in through social projects. To reach our aim we connect with international NGOs, giving education, and organize events. Our major organizatıons and activities are for personal development of the youngsters.

7. ASSOCIAZIONE INFORMAGIOVANI, Italy Short description: Established in 2001 by a group of volunteers, InformaGiovani aims are: foster and promote human and civil rights, with focus on right to information and participation; defending social and collective rights; promote local and international volunteering as tools for social inclusion and change. It is accredited as HSC organization for EVS, is member of the Anna Lindh foundation and of Libera, national antimafia network. Since 2009 is leading an informal European network on social volunteering, recognized by the EACEA of the European Commission. IG runs activities of information, training and counseling, seminars on EU programmes, on social volunteering and international co-operation. The association focuses on activities of social inclusion and

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

rehabilitation of young people who are or risk experiencing social exclusion. Since 2008 IG organizes youth exchanges and international workcamps, involving about 250 participants in local and international activities.

8. Ferfiló Associazione Culturale, Italy Short description: Ferfilo' is a non profit sportive association that operates in the local community of Cento, near Ferrara. Ferfilo' works mainly in fields connected to the world of teenagers and young people: since 2009 Ferfilo' has been the only link between the local institutions and the young people of Cento, organising and managing cultural activities and events with their precious help. Thanks to an agreement with the local institutions, Ferfilo' has managed to enter the local schools and conduct a cycle of focus groups aimed to stimulate the students to propose and plan toghether activities and events that they find interesting. Thanks to these focus groups, Ferfilo' has built a really good network of relationships with young people and carried out many initiatives such as a musical summer contest of new bands, various musical events with the help of young people directly involved in the organization, art exhibitions and film festivals. Ferfilo's activites also involve language classes, educational projects with themes such as citizen journalism and media-education, and monitoring the social status of local's teenagers.

9. NGO Youth Power, Bosnia and Herzegovina Short description: NGO YP was established in January 2013 by group of young people who had experience in working in different NGO's, and had initiative for establishment of YP. YP creates a society in which young people are respected, successful and have opportunity to develop their potentials. We are working on promotion of healthy lifestyles, non-violent behaviour, gender equality, connecting young, active participation in social life and decision-making, volunteerism, promoting culture, advocating for democracy and human rights. Programs that we are implementing: - Prevention of violence (three schools in Herzegovina – Neretva Canton – Mostar, Jablanica and Konjic); - Youth in action (EVS, Youth exchange, Youth trainings) (Cultural diversity; Bridge of better beginnings; etc.); - MasterPeace clubs Bosnia and Herzegovina (peace building actions through clubs). YP have 14 employees on 3 programs and 30 volunteers (psychologists, pedagogues, social worker, peer educators, counsellors); proportion of women versus men is 65/35%; team is made of long time volunteers and humanitarians.

10. GAIA, Kosovo* UN resolution Short description: GAIA is a peace organization working in a field of peace promotion, understanding and solidarity between people, social justice, sustainable development and respect of environment. GAIA is also promoting cultural diversity and works on education and integration of marginalized and minority group in society, especially Roma, Askhali and Egyptian. Since 2014 GAIA is official branch of Service Civil International (SCI). The main activities of GAIA are coordination of volunteer exchange, organization of non-formal educational programs (trainings, workshops, seminars), cooperation with other local and international organizations, organization of festivals, promotion of volunteering and volunteer work, peace promotion specially peace with environment and peace with others, international understanding and solidarity in region of Balkans and promotion of freedom of movement and youth mobility.

11. Beyond Barriers, Abania Short description: Beyond Barriers Association, is a national association of young disabled and other disadvantage youngsters, is a voluntary, non-profit, non-governmental organization that protects the rights and interests of young people. Our final goal is: To integrate young people with disadvantage in society. To promote a social model for disability vice versa of existent medical model in Albania. For us a social model is an essential step for an equal participation, mainstreaming and equal opportunities for all young disabled regardless of the type or degree of disability. Our working areas include: Human rights, education, professional courses, training, infrastructure, employment, counseling, youth exchanges in and abroad country. Our association is developing projects and programs in local and European level. Our association has created the first local volunteer centre in Albania and since 2011 is working to promote volunteerism, human rights, participation and active citizen to youngsters in Tirana. We are active in organizing trainings, youth exchanges, partnership building activities, seminars, EVS project in European level etc.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

12. MTÜ NOORTEVAHETUSE ARENGU ÜHING ESTYES, Estonia Short description: Youth Association ESTYES is non-profit NGO established in 1991 with with the purpose to develop youth and cultural exchanges and promote non-formal educational activities for better understanding between countries and people and just world. It is a pioneer organisation in Estonia in the filed of international voluntary service ESTYES activities nowadays are to organaize workcamps and trainings, youth exchanges. ESTYES main target group is young people aged 14-30. Young people with special needs are the group of special consideration for ESTYES. ESTYES is a member of the Alliance of the European Voluntary Service Organisations and Coordinating Committee of International Voluntary Service (CCIVS) by UNESCO.

13. Verein zu Pflege jüdischer Bildung und Kultur e.V. (JuBuK), Germany Short description: JuBuK e.V. was founded in 2008. The main aims and objectives of the organization are integration of migrants in Germany, inter-religious dialogue and bridge-buiding, fight against racism and discrimination, inclusion, building integrated open-minded society, capacity búilding and leadership, entrepreneurship. Main activities: seminars, training courses, educational trips, youth exchanges We organized several projects on the regional and international level on active citizenship and entrepreneurship. In our work we try to empower young migrants to take an active part in the society, to shape their present and future. We work mainly with migrants, young people who have fewer opportunities than those who were born in Germany. These people are language, religious and ethnic minorities here. It is important to empower them and to encourage for actions, self development and education.

14. Youth for Exchange and Understanding, Cyprus Short description: YEU Cyprus stands for Youth for Exchange and Understanding Cyprus and it is a nonpolitical, non-governmental organization (NGO) based in Cyprus. It was established in 1995 with the aim to foster closer co-operation and better understanding among the young people of the world through the exchange of information, experiences and ideas. YEU Cyprus is one of the biggest youth organizations in Cyprus numbering more than 1000 members. It is considered to be one of the most active organizations of the island realizing several activities both on international and local level. YEU Cyprus is a full member of the Cyprus Youth Council and is represented in the CYC Board. It is also a member of the Advisory Body of the Cyprus Youth Board, the semi -governmental organization responsible for youth issues in Cyprus. YEU Cyprus is affiliated with the YEU International platform which is under the European Youth Forum umbrella.

15. Zavod NEFIKS, Slovenia Short description: Nefiks is an organization that has been promoting the values of volunteering and nonformal education in Slovenia for over 10 years. It has been doing so by motivating young people to educate in different fields and persuading employers to consider non-formal education as a reference when hiring young candidates. Nefiks expands the possibility of young peoples' employment and social inclusion, especially for those with less opportunity, with its supplement activities such as workshops, stakeholder meetings, system of peer advising and public promotion. Nefiks is not an employment agency it gives young people skills and knowledge needed for the employment literacy. Those skills are of vital importance to increase employment opportunities for the young job seekers. One of the most effective options is therefore to put down every reference, non-formal education they acquired and all other relevant data that might be important for the future employees. In its years of existence, Nefiks significantly raised the meaning of recognition of non-formally acquired skills, therefore many institutions and companies strongly support it. Nefiks is also a name of our application that is in a form of an electronic record book, that marks and ranks various skills, knowledge, experience of young people. It is available as an online portfolio as well in a printed version. Individuals therefore enter in the application their work experience, (former) employer recommendations, present education, active citizenship in the field of volunteering, experiences in foreign countries as well as other knowledge, skills and experiences. Nefiks application is form in a way to guide a user to enter all the relevant data that may interest the potential employer. Nefiks application in many aspects operates similarly to Youthpass application.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

PROGRAMME OF THE TRAINING COURSE:

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DAY 1 - 10th November 2015; Tuesday Arrival of participants 16:30 – 19:30 Introduction (participants, team, organisations, programme); Group building 21:00 - 23:00 Welcome evening DAY 2 - 11th November 2015; Wednesday 09:30 - 13:00 Intro to Youthpass in YIA programme and its relevance to this training; Participants’ expectations towards the TC and their potential contributions to it; Group agreements 16:00-19:30 Country realities on unemployment and entrepreneurship of youth (with fewer opportunities) 19:30-20:00 Daily Evaluation and Reflection round 21:00-23:00 Intercultural evening DAY 3 - 12th November 2015, Thursday 09:30-13:00 Exclusion vs Inclusion – basic concepts and values Our target groups – youth with fewer opportunities / Consequences of fewer opportunities 16:00-19:30 Understanding “disadvantage” 19:30-20:00 Daily Evaluation and Reflection round Our youth work - movies from the projects DAY 4 - 13th November 2015; Friday 09:30-13:00 EU and social inclusion and employment policies – influence on our countries being members of EU or having (potential) candidate status to EU 16:00-19:30 Youth work, Non-formal education and youth (un)employment 19:30-20:00 Daily Evaluation and Reflection round DAY 5 - 14th November 2015; Saturday 09:30-13:00 Towards Solutions – where does youth entrepreneurship fit Sharing good practices 16:00-19:30 Our organisations and best practices' projects concerning youth work for inclusion Exploring the city DAY 6 - 15th November 2015; Sunday 09:30-13:00 Strategic thinking in defining inclusive employability and entrepreneurship youth work activities 16:00-19:30 Employment and employability related needs of socially excluded and marginalised groups 19:30-20:00 Daily Evaluation and Reflection round DAY 7 - 16th November 2015; Monday 09:30-13:00 Developing strategies for employability and entrepreneurship youth work activities and programmes for inclusion 16:00-19:30 Erasmus+ Youth in Action programme as contribution to competences of young people: practices, possibilities, benefits, challenges etc. 19:30-20:00 Daily Evaluation and Reflection round DAY 8 - 17th November 2015; Tuesday 09:30-13:00 Development of new projects for inclusion within the “Erasmus+ Youth in Action” Programme 16:00-20:00 Consultations / Open space; Evaluation of the training course DAY 9 - 18th November 2015; Wednesday 08:30-11:30 Youthpass reflection time and Youthpass certificates ceremony Departure of participants

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

METHODOLOGY AND METHODS OF THE TRAINING COURSE: The training course was based on the pedagogical understanding of the Council of Europe and the European Commission Partnership Programme and our own experience and expertise in youth work for entrepreneurship, employability skills and inclusion. As the training materials we used SALTO booklets, Tkits, Compass, and different EU policy/programmes information. The training course followed the non-formal education approach, principles and methods and was based on participants' experience and exchange. A combination of different creative, participatory and interactive methods were used and designed upon the profile of participants, some of them being: theoretical themes and lectures; individual/group activities; group games and exercises, simulations and role plays; work on examples in a small group; discussions; etc. The learning of new skills, the acquisition of knowledge and the exchange and challenge of each other's attitude and experience were very important for this training course. The training course programme and contents were organised to allow for the maximum participation of the group using active and participatory methods.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

SESSIONS’ CONTENT OUTCOMES: Participants’ expectations towards the training course and their potential contributions to it To Get             

New contacts, friends To gain new skills Learn something more about the topic Explore Split: city tour To exchange experiences To learn about different cultures To practice English Getting know different stories New measures/policies for unemployment reducement Prospective business ideas Networking Basic Croatian Motivation.

To Give  Our life experiences  Our precious time  A person to walk with  Reducing unemployment ideas  Sharing youth entrepreneurship ideas  Motivation/energy  Good Example  New program/project ideas  Networking/Friendship  Guidance Croatia and Croatian  Sharing non-formal education methods  Local production of countries  AND OUR BIG SMILES.

Intro to Youthpass in YIA programme and its relevance to this training

Link for videos: https://www.youtube.com/watch?v=RD-elxXm1lw https://www.youthpass.eu/en/youthpass/downloads/video/ The story of Youthpass. Part I, https://www.youtube.com/watch?v=6wHSU5YxtXk Part II, https://www.youtube.com/watch?v=3hHe95Zy5CY. For more info on Youthpass visit this website: https://www.youthpass.eu/en/youthpass/

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

Country realities on unemployment and entrepreneurship of youth (with fewer opportunities)

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Exclusion vs Inclusion – basic concepts and values

SOCIAL EXCLUSION:  Social exclusion is a process whereby certain individuals are pushed to the edge of society and prevented from participating fully by virtue or their poverty, lack of basic competences and lifelong learning opportunities, or as a result of discrimination.  This distances them from job, income, education, opportunities as well as social and community networks and activities.  They have little access to power and decision making bodies and thus often feel powerless and unable to control over the decision that affect their day to day lives 3 aspects of exclusion:  Multiple insecurities – (different insecurities in their lives at the same time, for example: unemployment, discrimination and isolation; or inadequate housing, health problems and inconsistent education and training)  Persistence – (if such multiple insecurities endure over the long-term they can build up and compound one another, for example: inadequate housing can lead to poor health; discrimination can lead to unemployment or problems at school; family break up to isolation.  Erosion of rights and responsibilities – (eventually people’s basic social, economic, cultural, civil and political rights and responsibilities are undermined or under threat wholesale: it is difficult to succeed at school if you face discrimination on a daily basis. ) SOCIAL INCLUSION:  Social inclusion is a process which ensures that those at risk of poverty and social exclusion gain opportunities and resources necessary to participate fully in economic, social, and cultural life and to enjoy a standard of living well-being that is considered normal in the society in which they life.  It ensures that they have greater participation in decision making which affects their lives and access to their fundamental rights Youth with fewer opportunities  Term that prevents stigmatization and is used instead terms like: in risk, disadvantaged, disabled

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Obstacles:  Educational  Social  Economic  Health  Disability  Cultural  Geographical

Personal obstacles:  Low self-esteem  Lack of support, motivation, encouragement  Resistance towards authority and guidance  Resistance towards activities for children  Fear of discrimination  Uninteresting activities

Practical obstacles:  Lack of information  Lack of permission from their peers  Lack of time and energy  Lack of money  Problems with mobility

Our target groups – youth with fewer opportunities / Consequences of fewer opportunities

(Powerpoint presentation of the trainers had the following information.) YOUTH WITH FEWER OPPORTUNITIES From the Erasmus + Programme Guide: These persons have a disadvantage because of personal difficulties or obstacles that limit or prevent them from taking part in transnational projects.  Disability (i.e. participants with special needs): people with mental (intellectual, cognitive, learning), physical, sensory or other disabilities  Educational difficulties: young people with learning difficulties; early school-leavers; lower qualified persons; young people with poor school performance  Economic obstacles: people with a low standard of living, low income, dependence on social welfare system; young people in long-term unemployment or poverty; people who are homeless, people in debt or with financial problems  Cultural differences: immigrants or refugees or descendants from immigrant or refugee families; people belonging to a national or ethnic minority; people with linguistic adaptation and cultural inclusion difficulties  Health problems: people with chronic health problems, severe illnesses or psychiatric conditions

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

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Social obstacles: people facing discrimination because of gender, age, ethnicity, religion, sexual orientation, disability, etc.; people with limited social skills or anti-social or risky behaviours; people in a precarious situation; (ex-)offenders, (ex-)drug or alcohol abusers; young and/or single parents; orphans Geographical obstacles: people from remote or rural areas; people living in small islands or peripheral regions; people from urban problem zones; people from less serviced areas (limited public transport, poor facilities)

Reasons that might prevent young people from joining our activities:  Personal obstacles: o lack of self esteem, self confidence o lack of encouragement o dislike of being patronised o unappealing image of youth work (“only for children and sissies”) o fear of being discriminated against o uninteresting activities  Practical obstacles: o lack of information o lack of permission – group pressure against joining o lack of time or energy o lack of money o cultural or religious conflicts o mobility problems Needs analyses A session on talking about needs could be based on: • wishes expressed by the young people at that moment • wishes expressed by the young people in the past • suggestions from family and friends or support staff • suggestions from the supervisor • outcomes from specific exercises like ‘In Ten Years’ and ‘My Web’

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Understanding “disadvantage” Excluded groups in Europe, according to the opinion this training participants are listed below: Group 1: 1. Unemployed 2. LGBT 3. Refugees 4. Homeless 5. Disable people 6. Roma people Group 2: 1. Immigrants/refugees 2. Roma people 3. people with disabilities 4. people without qualification 5. LGBT 6. poor 7. older people 8. (ex)convicts/addicts 9. religious minorities (Muslims) 10. unemployed Group 3: 1. people with disabilities

2. LGBT 3. Roma people; minorities 4. women 5. young people 6. low qualified people 7. immigrants 8. different race people 9. poor people 10. children 11. people who was in jail, prostitutes and drug addict people 12. people with diseases Group 4: 1. refugees, migrants 2. Roma minority 3. LGBT 4. older unemployed 5. disabled people 6. youth from alternative care

7. minority (religious; ethnic) Group 5: 1. refugees 2. immigrants 3. minorities 4. people with disabilities 5. LGBT 6. poor people 7. homeless people 8. unattractive people 9. ex-prisoners 10. addicts people 11. people with sexual transmitted diseases 12. victims of trafficking 13. people with mental illness 14. elders 15. Domestic violence victims.

Long-term personal consequences of belonging to certain minority or groups are: Group 1:  low self-esteem  isolation  forget your skills and knowledge  loss of hope and motivation  feeling unproductive  stigmatised  Psychological effects (aggressiveness, depression etc.)

Group 3:  isolation  exclusion  discrimination  unemployment  depression  health problems  lack of respect  physical insecurity  violence and abuse  degradation

Group 2:  exclusion from the majority  unemployment  low self-confidence, frustration  lower salary  labelling  isolation

Group 4:  Emotional (low selfesteem, hopelessness, fear etc)  psychological (frustrating, anxiety, stress)  social (losing friendship, isolation, destructive behaviour)

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economic (less incomes, fewer opportunities to get a job) Educational (lifelong learning, hobbies)

Group 5:  depression  unemployment  involvement in crime  low self-esteem  vicious circle  isolation/exclusion  health issues  school drop-out  stigmatization

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Methods that can you use in your organisation and in your youth work for inclusion are: Group 1:  workshops  provide information  psychological support  social interpartnership  offer prequalification  educate the majority  create contact between minorities & majorities  work with the minorities about their problems  free legal aid Group 2:  do it with them  exchange your position with theirs  rehab institutions  don't give them fish to eat ,but give fishing hook & teach them how to fish

Group 3:  career advisors  training courses  high-school debates  role play  cooperation between universities and companies for hiring students and youth workers  campaigns  social entrepreneurship  summer schools  working with families  career clubs  case studies Group 4:  education (preparing young parents to raise their children to be tolerant)  building new strategies

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providing vocational education free legal assistance preparing for social reintegration psychological treatment working with community social networking searching for grants monitoring

Group 5:  advocacy (local, central)  coaching  building communication bridges(mediators)  fighting prejudice/stereotypes  awareness raising campaigns on education.

EU and social inclusion and employment policies – influence on our countries being members of EU or having (potential) candidate status to EU

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Europe 2020 http://ec.europa.eu/europe2020/index_en.htm Europe 2020 is the EU's growth strategy for the coming decade. In a changing world, we want the EU to become a smart, sustainable and inclusive economy. These three mutually reinforcing priorities should help the EU and the Member States deliver high levels of employment, productivity and social cohesion. Concretely, the Union has set five ambitious objectives - on employment, innovation, education, social inclusion and climate/energy - to be reached by 2020. Each Member State has adopted its own national targets in each of these areas. Concrete actions at EU and national levels underpin the strategy.

EU Youth Strategy http://ec.europa.eu/youth/policy/youth_strategy/index_en.htm What is the EU's role? While respecting Member States’ overall responsibility for youth policy, the EU Youth Strategy, agreed by EU Ministers, sets out a framework for cooperation covering the years 2010-2018. It has two main objectives: - To provide more and equal opportunities for young people in education and the job market - To encourage young people to actively participate in society. How is this being done? The objectives are achieved through a dual approach which includes: - Specific youth initiatives, targeted at young people to encourage non-formal learning, participation, voluntary activities, youth work, mobility and information, - 'Mainstreaming' cross-sector initiatives that ensure youth issues are taken into account when formulating, implementing and evaluating policies and actions in other fields with a significant impact on young people, such as education, employment or health and well-being. The EU Youth Strategy proposes initiatives in eight areas: - Education & training - Employment & entrepreneurship - Health & well-being - Participation - Voluntary activities - Social inclusion - Youth & the world - Creativity & culture.

Inclusion and Diversity Strategy for Youth https://www.salto-youth.net/rc/inclusion/inclusionstrategy/ What measures and actions does Erasmus+: Youth in Action (2014-2020) have to support inclusion and diversity projects? The Inclusion & Diversity Strategy lists the specific possibilities for youth work with young people with fewer opportunities. It is a strategy for inclusion AND diversity – these are two sides of the same coin. On the one hand we need to do extra efforts to include young people with fewer opportunities, but on the other hand we also need to positively manage the diversity that different groups add to our lives. Why is this ID Strategy needed? - To achieve even greater impact in targeting young people with fewer opportunities - To ensure that Erasmus+ responds positively to inclusion & diversity in the youth field. - To create a transparent frame to make inclusion & diversity projects easier. How can the ID Strategy help you? - The Strategy helps you to understand the current political context. - It gives you a clear idea whom & what do we talk about.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

It presents possibilities and support features in Erasmus+ Youth in Action for inclusion and diversity projects. The ID Strategy gives you tips and practical guidance on how to organise quality inclusion and diversity projects. It hopefully inspires you through a number Inclusion & Diversity project examples.

EU-CoE youth partnership policy sheet http://pjp-eu.coe.int/documents/1017981/1663182/Policy+Sheet+Youth+Information.pdf/3d4fca2c-ba4b-414f8465-c3e3265ec45a Executive summary: Youth information is a form of youth work and provides young people with services of quality information, counselling and guidance. Youth information proves to be universal and an important channel in several different policy areas. It has been one of the priorities in youth policy for the past three decades. This document gives an overview of the concept and development of the field and its challenges, and presents policies on a European level.

Youth work, Non-formal education and youth (un)employment Youth work - For the purpose of this TC, participants were shown one definition of youth work as stated in the EU Strategy for Youth: “Youth work is out-of-school education managed by professional or voluntary youth workers within youth organisations, town halls, youth centres, churches etc., which contributes to the development of young people. Together with families and with other professionals, youth work can help to deal with unemployment, school failure and social exclusion, as well as to provide leisure time. It can also increase skills and support the transition from youth to adulthood.” Formal education: the hierarchically structured, chronologically graded ‘education system’, running from primary school through the university and including, in addition to general academic studies, a variety of specialised programmes and institutions for full-time technical and professional training.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Informal education: the truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment – from family and neighbours, from work and play, from the market place, the library and the mass media. Non-formal education: any organised educational activity outside the established formal system – whether operating separately or as an important feature of some broader activity – that is intended to serve identifiable learning clienteles and learning objectives. NON-FORMAL PLANNED PROCESS ORIENTED INTENTIONAL CONCIOUS LEARNER CENTERED INTERACTİVE ACTIVE PARTICIPATIN TRAINER PARTICIPANT VOLUNTARILY SESSIONS-WORKSHOPS SESSION PLAN COMPETENCE BASED TRAINING ROOM&COMMUNITY FLAT ORDER PARTLY RECOGNIZED PERSONAL, SOCIAL AND PROFESSIONAL DEVELOMENT

FORMAL PLANNED RESULT ORIENTED INTENTIONAL CONCIOUS TEACHER CENTERED FRONTAL PASSIVE ACCEPTENCE PROFFESOR COMPULSORY OBLIGATORY LESSONS CURRICULUM KNOWLEDGE BASED CLASSROOM HIERARCHICAL ORDER FORMAL RECOGNITION PROFFESIONAL DEVELOPMENT

IN-FORMAL UNPLANNED UNINTENTIONAL UNCONCIOUS LIFELONG SOCIALISATION MEDIA

PERSONAL DEVELOPMENT

Participants, divided into 2 groups, brainstormed about different competences (skills, knowledge and attitudes) young people need to have in order to find and keep the job. Here is the result of their group work:

Organiser: Association for improvement of modern living skills "Realization", Croatia

Skills             

CV, motivation letter Team Work Public Speaking Presentation skills Communicational skills Computer Driving licence Social skills Research / finding info Negotiation Debate / dialogue Networking Innovation

Knowledge

         

Certificates Diplomas Licence Language State Exams International experience Laws Previous Experience Market awareness Up-to-date

Attitudes  Open mind  Tolerance  Empathy  Motivation

              

Flexibility Energy Creativity Professionalism Self-esteem Confidence Pro-activeness Hard-working Dedication Positivness Persistence Adjusting Stabile Activeness I am not the smartest

Other group of participants brainstormed about which competences (skills, knowledge and attitudes) young people can acquire through their youth work and non-formal education. Here is the result of their group work: Skills        

 Communication(langu ages) teamwork/cooperation Organizational Rhetorical Leadership Coordination Flexibility Creativity

Networking

Knowledge  Artistic  General particular knowledge  Intercultural learning  Geographical

       

Persistency Enterpreneurship Motivation Empowerment Selfconfidance Volunteering Pro-active Tolerance

Attitudes

After groups presented the outcomes of their work, they discussed what competences were mentioned by both groups and they concluded how through youth work and through which activities is possible to raise these employability skills of youth. Competences mentioned by both groups: Skills       

Team Work Public Speaking Presentation skills Communicational skills Computer Debate / dialogue Networking

Knowledge  International experience Attitudes  Tolerance  Motivation  Flexibility

      

Creativity Self-esteem Confidence Pro-activeness Dedication Persistence Activeness

Towards Solutions – where does youth entrepreneurship fit, Sharing good practices (The following text has been taken from EACEA Young people and entrepreneurship – European good practice projects) A sense of initiative and entrepreneurship refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals in their everyday lives at home and in society, and in the workplace. It alerts them to the context they operate in, and makes them more ready to seize opportunities. Entrepreneurship depends on:  Knowledge, including the ability to identify opportunities for personal, professional and/or business activities;

TC „Employment through inclusion - inclusion through employment“

 

Skills, in proactive project management (planning, organisation, leading and delegating, analysis, communication, evaluation and recording), representation and negotiation, and working as an individual and in teams; Attitude, characterised by initiative, independence and innovation in personal and social life, as much as at work, and motivation and determination to meet objectives.

Useful links: 

EACEA Young people and entrepreneurship – European good practice projects http://eacea.ec.europa.eu/youth/tools/documents/youth-entrepreneurship.pdf

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YES Youth Entrepreneurship Strategies http://www.young-entrepreneurs.eu/

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The Guardian “How to ... tailor youth entrepreneurship programmes for success“ http://www.theguardian.com/global-development-professionals-network/2013/aug/16/contextmeasuring-youth-enterprise-entrepreneurship

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OECD “Shooting for the moon: Good practices in local youth entrepreneurship support” http://www.oecd.org/cfe/leed/45204509.pdf

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“



YBI “Youth entrepreneurship – Recommendations for actions” http://www.unleashingideas.org/global-entrepreneurshiplibrary/sites/grl/files/recommendationsforaction.pdf

Employment and employability related needs of socially excluded and marginalised groups

Main obstacles that different young people are facing (that have been listed during the session) can be found below.

Group 1: HEALTH PROBLEMS  Transportation problem; verbal communication limited ability to use ICT, lack of audio material access, discrimination, lack of understanding, exclusion  Stigmatization  Limited access to people with certain disabilities  Limited job opportunities  Inadequate treatment by police officials  Lack of adequate human work conditions  Problems to succeed on job interview  Obstacle is to get the job because of the sick leave, health insurance, they miss the experience, loos their stability  These people cannot have a regular life and do regular things, therefore companies/inst avoid them  Their condition doesn't allow to work in regular schedule this narrows down their job opportunities 19 years old boy with asthma 7:00 gets up and takes medicine breakfast, doctor's appoinment, searching for job opportunities, sends applications Noon-afternoon medicine, lunch that is not too spicy, volunteer work for the local asthma association has a workshop in school, medicine, goes on a slow walk alone because his friends do sports (running) Evening breathing exercises, medicine, dinner, watches TV and plays on the computer, studies, he lets fresh air into his bedroom and turns on the humidifier, vacuums the dust, takes medicine, goes to bed. Young people with health problems needs:  flexible schedule, regular breaks

           

healthy environment medical support counselling, supervision job management comfortable working conditions adjusted work space possibility to have urgent vacation, longer vacation to be treated equally with others learn-supervision employers need to be more aware of health problems of staff and in general in order to hire them educated, aware staff who know how to react in serious condition private space.

Group 2: DISABILITY  Infrastructure  Lack of appropriate job spots  Additional equipment may be needed  They need additional equipment  The work place should be according to their needs  Physical Obstacles-Not properly designed for them  Transportation problems; exclusion; lack of audio-books for the blind

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

   

Companies & institutions should try to identify their straights, in order to best meet their needs and best enrol them in the work chain Discrimination Lack of trust in them The society undervalues them-lower job, education.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

19 year old boy –partly paralysed 09 a.m. wakes up and stays in bed 09.30 a.m. with talkie-walkie calls sister for help (toilet, dress up, breakfast) 11 a.m. sits in front of TV and wishes to be like the people he sees on tv 1 p.m. he joins family for lunch and listen to what they have done at their work this week 3 p.m. both, his sister and his father help him get to the park(its something they do twice a week because of infrastructure) 5 p.m. He gets back home and heads to his room and locks himself in.Tired of the stroll and of his condition 7 p.m. his friends come for dinner and after 2 hours they head to clubbing but he has to stay at home 9 p.m. he goes to his bedroom and starts to think of getting a job...and maybe a girlfriend as well

10 p.m. he goes to sleep, trying to stay hopeful for a better tomorrow, but who knows how long can he do it. Needs of youth with physical disabilities:  Infrastructure that is friendly to their needs(special walkways, elevators, wider doors)  P. Companies and institutions should adopt their operational policies and work environment to be more friendly and supportive to people with disabilities  Government should support companies who employed disable people  Works with people's attitude towards disabled people, and create mentality or equality

Group 3: ECONOMICAL OBSTACLES  depression, frustration, stigmatization, isolation, lack of financial management skills, lack of experience, long-term unemployment leads to giving up  lack of entrepreneurship ideas  problems in family  inadequate law regulation  lack of self-confidence  not possible to get loan or to start own business  rusted skills/competencies if in long-term unemployment  loan-anxiety-depression-giving up  low access to education as they cannot afford it  stacked in mental box thinking like the money is the only problem. Tom (19) Biology – student  wakes up at 7 o'clock  his university-lessons start at 08:30  at 12 o'clock he has lunch at university  he has classes until 15:00  at 16:00 starts his part-time job until 00:00(he works three days a week with one of his friends and his girlfriend)  he goes to sleep at 01:00

Needs that should be fulfilled:  His priority is to finish his studies, in a that case he needs more free time  In that case he must quit his part-time job and get some scholarship grant supported by the ministry for education municipality or some private investors  free food/lunch by school cafeteria.

Group 4: GEOGRAPHICAL OBSTACLES  no public transport-no access to school, library, NGO, training etc.  no internet connection in some areas to access information they cannot socialise  transportation expenses  time needed  energy needed  lack of information, lack of coverage by state institution, different mindset, different approach to education, prejudice  lack of self confidence and motivation  less opportunities in abandoned areas  Low infrastructure  different language.

Organiser: Association for improvement of modern living skills "Realization", Croatia

19 years old girl from rural area 5.30 am –waking up, going on the bus( to school) 7.00 am – coming to school, waiting to start 8.00 am – 2pm – school 2 pm – 2.45 pm waiting for a bus 2.45 pm – 4.00 pm travelling home 4.00 pm – 5.30pm rest, lunch TV 5.30 pm – 7.00 pm helping parents in a agricultural activities 7.00 pm – 9.30 pm study 9.30 pm – 11.00 pm staying with family, watching TV 11.00 pm – preparing to sleep, sleeping

Needs:  places to hang out with friends for various interests  better connection with the city  free internet connection  afterschool activities  connection between NGO and school  increasing awareness of local entrepreneurs on part-time jobs for kids in high school  workshops to increase their self-esteem.

Group 5: CULTURAL DIFFERENCES  Lack of legislative protect (discrimatory laws)  Language problems (lack of knowing language)  people don’t like to respect differences but rather change others  xenophobia/racism  isolation and exclusion doesn't let them access information, they are not included  exploited by employees  lack of inappropriate integrated education system  inability to freely express or practice their religious beliefs  lower paid jobs for minority groups. 24H    



  

 

 woke up at 10 am, had cereal and a shower at 10.30 am he searched his facebook, uploaded a picture on the instagram at noon he called a friend ,and they decide to have coffee its 13.45 pm while drinking his usual Indian tea, a group of boys sitting next to his table started making jokes about his colour and language problems at 14 pm he had enough because he left bad and different, also ashamed because he was at a café bar with a girl he likes, so he suggested they should go for a walk they are walking for an hour by the river and she noticed he was feeling down, so she started to comfort him telling him that the guys were jerks and that she actually finds his accent really cute At 15.30 they parted ways, he walked her to her home and headed back home its 17.15 pm he's at home, playing computer games after having lunch with his family at 20.00 pm his father came home looking sad. He asked what was the problem, and his father sad that he has lost his job again. after comforting his father, he went online and started looking for a job he was searching the web, but ne couldn't find anything because he wasn't fluent in English.

At 22.00 pm the girl texted him, they were talking and he was ashamed to tell her what had happened but he asked if maybe she knows about some part-time jobs. She said that her father owns a small family business, a bakery, and that she will ask him to give her friend a chance. They texted for a little longer and went to sleep at 1am. First time he feel asleep with a smile in long time

Needs:  language courses( free of charge)  cultural association membership  guaranteed minimum(average)salary also for minorities  simplifying obtaining citizenship/status policies  reducing bureaucracy  promoting anti-racism & tolerance policies  helping them to open own business in order to work legally by providing measures such as (lower taxes)  free legal advice & mentorship (guidance)trough the registration process in state institutions  possibility to promote their culture, language & religion  rewarding/a public appraisal as for the minority citizens who contributed to the community  creating tolerant society/media.

TC „Employment through inclusion - inclusion through employment“

Group 6: EDUCATIONAL DIFFICULTIES  Low opportunity for further education  possible for apply only for a low paid jobs  low knowledge and capacity to understand the law aspects and rights related to work  difficult to get any job as it is difficult to search proper information  lower salaries; they get exploited for their work; inadequate vocational education; discouragement  lack of knowledge they don’t have chance to improve their selves  positive discrimination; more jobs possibilities for low-qualified professions  better chance for skills-match. Example: A19 years old girl got pregnant when she was 16 and she had to quit education earlier....This is how her daily routine looks like 6.00 am waking up 6.30 am making food for her child 7.00 am feeding up 8.00 am cleaning up 9-12.00 am child dedication 12-2.00 pm trying hard to find a job(while the child is sleeping) 2-4.00 pm lunch time(preparing food, feeding) 5-10.0 pm part time job, working as a cleaner 11.0 pm going to bed

Fulfilling their needs:  school certificate  social support and moral support  free kindergarten place  training courses, certificate  consulting (psychological support)  approach to school  professional help  matching their skills  providing relevant information  vocational training  free books  free summer school, camps  group consulting with same level group  increasing employment skills.

Group 7: SOCIAL OBSTACLES  Have the right connections  Open minded societies is the only way to integrate groups with social obstacles  Insecurity, easily losing jobs, lower salaries, different working conditions, prejudice, problems with resocialization, mobbing, easy to blackmail  Religion obstacles, soften connected with the culture of a country

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

     

Single parents maybe discriminated Gender obstacles are related with traditional society female candidates for the job, maternity leave Youth from same-sex parents are stigmatised and therefore excluded hard to integrate because substance abuse-difficult to be part of society and normal life For orphans-not having help from parents or family.

Goran - homosexual living in BiH 9.00 getting up 10.00 going to faculty (military academy) 11.00 coming to classes while other students are giving him bad names and making jokes on his sexual orientation Course is starting. The teacher is focussing on the part about the “real man”, everybody's looking at him an laughing 15.00 Its time to have a lunch, he is sitting alone 17.00 he is going back home, his parents starting conversation about girls and saying he should also get one 18.00 he is studying 20.00 he's preparing for going out secretly 21.00 he's meeting with his colleague boyfriend and they have a great time

23.00 he's going back to his home and on the way he meets group of hooligans supporters of local football team and they starting provoke him saying offensive words. 00.00 he is in his room, upset, trying to get asleep Their needs:  Law regulation (labour law)  Job opportunities  Equal treatment by the society  Rehabilitation (physiological help)  Additional training & education  State help-social care  More social centres  Qualified social workshops  Develop social enterprises.

Strategic thinking in defining inclusive employability and entrepreneurship youth work activities

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Effective Project Cycle Management: DEFINING: Assessing problems and needs Setting the objectives Defining partners Putting project in the framework of the overall organization and our capacities

PLANNING: Time lines and methods Budgeting Setting evaluation and monitoring strategy Fundraising Planning for Public Relations Strategy for communication throughout the project Risk assessment Strategy for recognition of learning during the project

STRATEGIC THINKING Proactive Sets out from goals Sets goal based priorities Conscious and informed decisions Takes all consequences into account

IMPLEMENTING: Teamwork Financial management Public Relations / Visibility Dealing with challenges, conflicts and crises Activities Effective communication and meetings Monitoring Volunteer and Human Resource Management

CLOSE-DOWN: Recommendations (Group) evaluation Achievements Report writing Follow-up agreement Certification (example – Youthpass)

NON STRATEGIC THINKING Reactive Sets out from possibilities No priorities Spontaneous decisions Takes only short-time outputs into account

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Developing strategies for employability and entrepreneurship youth work activities and programmes for inclusion SMART DRAW http://www.smartdraw.com/downloads/download.htm MIND TOOLS https://www.mindtools.com/pages/article/newSTR_91.htm McKinsey 7-S framework: While some models of organizational effectiveness go in and out of fashion, one that has persisted is the McKinsey 7-S framework. The basic premise of the model is that there are seven internal aspects of an organization that need to be aligned if it is to be successful.

Defining objectives Participants were asked to make 7 groups and selected one of the 7 area of exclusion that we talked about previous day, and define: target group, objectives, stakeholders. Group 1: HEALTH PROBLEMS Objectives of the program:  Enhance mobility, communication and other types of infrastructure, and healthcare services,  Improve people's awareness and understanding about their condition,  Increase employment opportunities,  and improve working conditions.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Group 2: EMPLOYABILITY&INCLUSION  medical rehab,  social rehab,  back to school,  inclusion with same age groups,  reconnect with family,  training for skills development,  moral support,  resocialisation,  re-qualification,  future orientation. Group 3: TARGET GROUP: Young people with learning difficulties Objective:  Increasing employability of the target group by :  developing specific learning methods suitable for their learning style-involving professionals.  helping them to realise their potential by creative workshops for self-development  connecting youth & employers for better employment opportunities. Group 4: ECONOMIC PLAN Our Goal: Improving entrepreneurship skills of the registered unemployed youth. Objectives: Designing & implementing a free training course for developing business ideas. Group 5: PHYSICAL DISABILITY Objectives: Achieve integration of this group into the society, developing economic independency trough: creating employment opportunities, supporting their start-ups, adjusting the working environment, trainings. Group 6: CULTURAL OBSTACLE Main objective: to increase employability of 30 Macedonian people who lives in Germany by organizing German language. Group 7: GEOGRAPHICAL OBSTACLES Objectives: 1. To increase mobility of the youth 2. To increase their access to information 3. To increase their active participation in their local community. Stakeholders analysis

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

TOOLS 4 DEVELOPMENT ORGANISATIONS: http://www.tools4dev.org/resources/stakeholder-analysismatrix-template/

Erasmus+ Youth in Action programme as contribution to competences of young people: practices, possibilities, benefits, challenges etc. (Taken from Erasmus+ Programme Guide 2015) The Erasmus+ Programme builds on the achievements of more than 25 years of European programmes in the fields of education, training and youth, covering both an intra-European as well as an international cooperation dimension. Erasmus+ is the result of the integration of the following European programmes implemented by the Commission during the period 2007-2013: The Lifelong Learning Programme; The Youth in Action Programme; The Erasmus Mundus Programme; Tempus; Alfa; Edulink; Programmes of cooperation with industrialised countries in the field of higher education. YOUTH (Non-formal and informal learning opportunities in the youth field) The following sections "Key Action 1", Key Action 2" and "Key Action 3" present concrete Actions that are designed to achieve the Programme objectives in the field of youth. Among these Actions, the ones mainly but not exclusively -connected with the field of youth (non-formal and informal learning) are: • Mobility projects for young people (Youth Exchanges and European Voluntary Service) and youth workers; • Large-scale European Voluntary Service events; • Strategic Partnerships; • Capacity Building in the field of youth; • Meetings between young people and decision-makers in the field of youth. The specific objectives pursued by the Erasmus+ Programme in the field of youth are to: • improve the level of key competences and skills of young people, including those with fewer opportunities, as well as to promote participation in democratic life in Europe and the labour market, active citizenship, intercultural dialogue, social inclusion and solidarity, in particular through increased learning mobility opportunities for young people, those active in youth work or youth organisations and youth leaders, and through strengthened links between the youth field and the labour market;

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

•

foster quality improvements in youth work, in particular through enhanced cooperation between organisations in the youth field and/or other stakeholders; • complement policy reforms at local, regional and national level and to support the development of knowledge and evidence-based youth policy as well as the recognition of non-formal and informal learning, in particular through enhanced policy cooperation, better use of EU transparency and recognition tools and the dissemination of good practices; • enhance the international dimension of youth activities and the role of youth workers and organisations as support structures for young people in complementarity with the European Union's external action, in particular through the promotion of mobility and cooperation between stakeholders from Programme and Partner Countries and international organisations and through targeted capacity building in Partner Countries. Within this framework, in line with the annual Work Programme adopted by the Commission, the following policy priorities will be pursued: • promoting young people's social inclusion and well-being, notably through projects tackling the issue of youth unemployment (as well as projects aimed at stimulating unemployed young people's participation in the Programme); • promoting healthy behaviours, in particular through the promotion of the practice of outdoor activities and grassroots sports, as means to promote healthy lifestyles as well as to foster social inclusion and the active participation of young people in society; • raising awareness about EU Citizenship and the rights that go with it or stimulating the active participation of young people in EU policy-making; a particular focus will be put on projects aimed at encouraging participation in the 2014 European elections, thus enabling young people to behave as active, informed citizens; • developing basic and transversal skills, such as entrepreneurship, digital skills and multilingualism in the field of youth, using innovative and learner-centred pedagogical approaches and developing appropriate assessment and certification methods based on learning outcomes; • enhancing ICT (Information and Communication Technologies) uptake in youth work and non-formal learning, through the support of learning and access to open educational resources (OER) in the youth field, supporting ICT-based training and assessment practices and by promoting the transparency of rights and obligations of users and producers of digitised content; • promoting stronger coherence between different EU and national transparency and recognition tools, so as to ensure that skills and qualifications can be easily recognised across borders.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Link for European Youth Foundation: http://www.eyf.coe.int/fej/ Link for SALTO YOUTH resource centre: Cultural Diversity: https://www.salto-youth.net/rc/cultural-diversity/ Link for SALTO YOUTH resource centre: Inclusion: https://www.salto-youth.net/rc/inclusion/ Link for Eurodesk: http://www.eurodesk.org/edesk/

Development of new projects for inclusion within the “Erasmus+ Youth in Action” Programme PROJECT IDEAS: 1. Name: Raising inclusion of youth with mental disabilities Aim: To increase the level of involvement of people 2. Name: Human rights Aim: To promote the human rights of people with disabilities 3. Name: Career Orientation Programme Problem in my country: Educational system still has not engaged enough psychologist in schools. Target: Youth workers, school psychologists, NGO’s (to be prepared to provide career orientation to youth in primary and high school) 4. Name: “Wear your art with pride” Problem: Discrimination in employment of tattooed people Aim: To decrease the level of discrimination of people with tattoos with employers, because these people have been judged by their physical appearances and not by their competences How: Try to raise awareness of the majority that tattoos are a part of modern culture, many people now days are tattooed and it doesn’t affect their working abilities. 5. Name: “Building up pro-activity” Problem: Youth is not focused on future or/and they gave up on their future Target group: 15-20 years old Aim: To raise proactivity level of youth 6. Name: “second chance” Problem: Social exclusion of ex offenders, especially young addicts and delinquents Aim: Re-socialisation; creating job opportunities; additional training courses for ex-delinquents who are early school leavers; building trust and anti-stigmatisation through useful community voluntary work 7. Name: “Grow up through our differences” Type: youth exchange Target group: 16 year old boys and girls Aim: To develop the awareness that we are not all equal and that different doesn’t mean worse; To find the best in everything, mostly in people different than us. 8. Name: “Skills for youth workers” Problem: youth workers don’t know inclusion methods Target group: youth workers Aim: To improve competences of youth workers in using the inclusion methods for reaching the youth with fewer opportunities 9. Name: “Wake up for the nature” Problem: Cutting down forest near the town of Prilep Aim: To raise the awareness of population about importance of the nature Activity: Planting trees as a paid job 10. Name: “Train the young farmers” Problem: Over 50% youth unemployment rate; Unemployment graduates (agriculture, economics, ecommerce, vocational high school); under-utilized or insufficient utilization of the public/state land/fields; insufficient spending/utilisation of the national program of agricultural funds/IPARD funds; closed and not motivated mind-set of the young people related to the agricultural business. Aim: To increase the number/interest of the registered unemployed with vocational degree in the youth agricultural/farms programmes; To increase their knowledge and skills on how to easily apply for the national and IPARD funds; To lunch their own farmer business 11. Name: “Agriculture as business” Target group: farmers/young people 18-25 Aim: Main aim of the project is providing relevant information for young people who want to include making in order to increase agriculture as an important part of national economy and also to improve their entrepreneurship skills. 12. Name: “Exchange of knowledge between unemployed youth” Problems: Many young people in Cyprus have professional degrees but still can’t find a job because of the limited job opportunities. Those people have knowledge in multiple fields which remains unused. Young people in Cyprus become independent after age 25 or 30 and as a result they still live with their parents.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

Target group: 23-35 years old Aim: Exchange of knowledge – develop new skills in different fields; provide independency to the currently unemployed professional

PARTICIPANTS DEVELOPED FIVE PROJECT IDEAS: 1. Title: Fighting early marriages and school drop-out among young girls of Roma community in Croatia, Montenegro and Kosovo Aims:  Increase rates of girls staying in schools  Decrease rates of early marriages  Integrate Roma community through education Local activities:  establish a “girl club”  offer social and psychological support – regular visits of social workers and psychologist  language courses (at local centers)  school support classes in different subjects  classes for adults  awareness raising activities with parents of the target group  bringing guest speakers for group of parents International activities:  exchange programmes between girl clubs from 3 partner countries (peer influence)  online meetings between girls of target countries  online meetings/discussions between parents of target countries (sharing experiences) 2. Title: “They left their homes, not their abilities: refugees” Partners of the project: specialists that work with refugees, entrepreneurs, municipality, Ministry of Interior Directorate for migrants. Aim: To increase the employment of refugee woman in Istanbul and provide them income; to provide better condition of live; inclusion in society. Objectives:  Provide them with necessary equipment and support them to enter the labour market  To provide income for their life  To be accepted in Turkish society  To break the language barriers  To raise awareness about refugees in local community  To make specific handcraft to sell and provide income Activities:  Workshops for target group (handcrafting, sewing, knitting…)  Organise local fair to sell their products  Workshops about Turkish laws and what kind of rights refugees have 3. Title: “All schools under the same sky” Aims:  To teach youngsters from different religious and cultural minorities to live with each other not beside.  To increase interaction and tolerance between students of different nationalities  To prepare them for future cooperation and collaboration. Target group: high school students Local activities: Workshops, trainings, Saturday meetings, picnic activities 4. Title: “Let’s motivate youth” Aim: To increase employment possibilities; to motivate young people; to raise awareness about the possibilities; to give youngsters opportunity to learn outside of the formal education, to empower youth. Target group: youth with fewer opportunities Activities:  volunteering  theatre for empowerment

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

 

meditation – going back to childhood – what you wanted to be when you were a child movie workshops, making a documentary

5. Title: “Agriculture as business” Aims:  Reduce youth unemployment  Development of agricultural sector  Inclusion of young people living in rural areas  Develop our countries economies  Change the mind-sets of young people Objectives:  More people getting to know IPARD funds  More people applying for IPARD funds Target groups:  young people living in rural areas  graduates in agriculture, economics and e-commerce Activities:  Access to GSA database  Interaction with the target groups  Preparing an SP according to their needs  Defining curriculum (IPARD)  Providing training venue  Interaction with successful young farmers  Marketing/promoting the project  Running the training  Certification  Registration of young farmers

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC „Employment through inclusion - inclusion through employment“

PARTICIPANTS’ LEARNING OUTCOMES AND EVALUATION OF THE TRAINING COURSE Summary analysis of reflection on learning and evaluation forms of participants 1. How would you rate overall satisfaction level from the course in general? How far your expectations from the training course have been met? 60% 50% 40% 30% 20% 10% 0%

Some comments: - I am very satisfied with the training and its content. I did not have high expectations before the training so they were met and exceeded. However I did expect to talk more about entrepreneurship and possibilities to involve youth in it. Otherwise, I am glad we have got the chance to talk and experience life of people with fewer opportunities which made me think more about the group and how to involve them more in my work. - This course in general was a great experience. I didn't expect it to be so interesting, informative and innovative. It was definitely more than what I was expecting. It would be my pleasure to go to a course like this again, and also to recommend it to everyone I know. - The training course was very informative. It helped me clarify the difference between different terms that have are usually confused and learn many different approaches in solving the problem of unemployment in different countries and cultures. I was expecting that we would be more trained in some methods which can help young people to find employment e.g. how to build a CV, start your own business and relative funds from the EU etc. - I was completely satisfied with the level of the course in general. Since it was my first training course, I didn't know precisely what to expect from it, but I would say that my general expectations were met and exceeded. - Every positive expectation that I had has been fulfilled in this training. - I am satisfied from the learning outcomes of the course; full of new ideas, suggestions, and inspiration! My expectations have been met. - This training met most of my expectations, and in some parts of it even exceeded them. - I would rate it with 4. For me, it was the first time that I participate in the Erasmus+ training course. I am very satisfied with the organization, with learning methods, with group tasks, with all the people who were INCLUDED in this course :) - I'm satisfied with the training course. I've learnt a lot of new techniques which I can easily implement in my work. 2. What are the 5 most important things you learnt in this training course? (Some answers) - Youthpass and 8 key competences; Review of Unemployment and entrepreneurship of youth with fewer opportunities in different European countries; Non-formal education in general; Review of Erasmus+ project; Stakeholder analysis - I learned more about other countries realities on unemployment and youth entrepreneurship; about Youthpass; different projects and organisations such as Salto, Europe 2020, EVS, Erasmus+... I also learned difference between non-formal and informal education, how to develop project, etc. - In this training course I learnt how to work and function better in a team; how to make a plan to realize the project I want to work on; what organizations and documents I can consult while working on a project; statistics and real picture of unemployment in Europe and ideas to fight it; but maybe the most important of all, that there are young people willing to work, share their experiences and

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

ideas and change the bad reality. Erasmus+ Project developing; Project management; Situation with employment in other countries; Situation of groups with fewer opportunities in other countries. To work with youth and not for them; to be more tolerant; how does the project strategy look like and how can I systematically approach; we were given many interesting materials to read (which can help us in work) and other very useful tools; more about the groups that are excluded in society Different target groups of youth work/groups of people with fewer opportunities; Different EU policies; Erasmus+ and Youth in Action; Drafting project ideas; Youth unemployment and entrepreneurship realities in different countries We have to do things With them, not For them :) That youth organisations might be doing a good job but if youth don't know about them, there is no use (from our survey). How important it is to make the effort to try to reach youth who are really in need. We cannot help people who do not want to be helped. I learned that we all live quite close but our cultures are so different. Difference between inclusion and integration; different views/approaches to positive discrimination; Do it WITH them and not FOR them; the different vulnerable groups that exist in our society (better insight - especially when we had to imagine a 24 hr day in their lives); further enhanced my belief about how teamwork can be more effective than individual work Not FOR them but WITH them; Definition of the words: inclusion, discrimination, handicap, disability; Nobody ever started anything alone; Programs/ funds/ methods that support unemployed young people around Europe; More information about the Erasmus+ program

Wordle made from all the answers of participants to this question:

3. How would you rate your awareness of different realities and activities regarding unemployment and entrepreneurship of youth with fewer opportunities in our different European countries? 80% 70% 60% 50% 40% 30% 20% 10% 0%

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Some comments:

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

I was not that aware of other countries realities on unemployment and entrepreneurship of youth. It was good to hear other people/countries experience and activities regarding this issue. I think that situation is quite similar, especially in Western Balkan. know a little (but definitely much more than before the TC), because we were talking about the NGOs activities that other participants come from, and not about the all situation in each country Before this course I thought that everywhere is better than in my country, because we talk a lot about unemployment of youth here, but no one actually cares how to fix it, to offer some concrete solutions and actions, and youth in general aren't informed. Now I know that almost all of our countries have this same problem, and it was very interesting and eye opening to see how other countries are dealing with it. I picked up some really good ideas from Estonia. I must admit that a lot of informal learning happened too during this TC, during which I found a lot about other countries realities on unemployment statistics and entrepreneurship opportunities / available grants by state governments/ other European opportunities that I was not aware of, etc. I have learnt a lot about the unemployment in different countries, but not a lot about entrepreneurship. I have learnt there is similar law about employing people with disabilities in different countries but is not being used as much as it could. This made me think about my own country and be more aware of including wider group of people with fewer opportunities, not just those with mental or physical disability. My awareness now is higher. I think this course opened my eyes; I had the opportunity to compare different countries. I know much more about the realities of unemployment and entrepreneurship, than I did before this training that is for sure. Most importantly I got to know more about the activities that are carried out in different countries, which provided me with great ideas for my organization's work.

4. How would you rate your knowledge about different aspects, concepts, values and terminology of youth work and/for inclusion? 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

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Some comments: - I have got the opportunity to discuss different terms and learn more about how they call it in different languages. It was very interesting to learn that people with disabilities are sometimes called people with different abilities and this made me think. - I found useful to learn terminology - it was good to learn that in various countries the same term is differently seen - Even that I very well understand the terminology (integration/inclusion, discrimination/isolation, formal/non formal education etc), but exercises during the TC helps me to understand more the differences between them. - I would rate my knowledge 7 out of 10.I learned new terminology, values and concepts. I find it useful because of achieving common understanding with others. - Improved. I have barely known the terms, but not the real meaning of them. Moreover, I know now practically how these terms apply in youth work. - I think the course provided me with necessary instruments to better understand the aims of Youth work projects and to develop new ones. Aside from important concepts and terminology, it provided me with an overall view on youth work in Europe. - I already had some knowledge on the different terminologies used for inclusion and youth work, but things were made clearer during the TC. - As I am working in international youth work, I knew already about this but it is always good to run over it again and get some new ideas.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

5. How would you rate your knowledge and understanding of our different target groups of youth with fewer opportunities, their needs and consequences of socially excluded (youth) groups around us? 60%

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Some comments: - I found out that in order to know their needs, we really need to work with them. Not all the youth with fewer opportunities have the same needs so it is our task to figure out individual needs. That was the big learning point. - My understanding of conditions and needs of different target groups generally improved and I think this is one of the subjects that the group developed and analysed the most, and most successfully. - I am more aware about their problems, their obstacles and after all I have new ideas about their inclusion. - Before TC I was wondering who the people with fewer opportunities are, besides the people with physical and mental disabilities, refugees, Roma people etc. Can it be young people who don't have disabilities and are socially integrated but don't have the opportunity to get the job? During the TC I realized that I need to take into account and different type of obstacles like economic, cultural, and geographical. That helps me to clarify which group can also be considered as a group of people with fever opportunities. - Referring to the previous question's answer, once again I superficially knew the different target groups with fewer opportunities (not even all of them), and now I not only know more groups but I also know more on their needs, and consequences of being socially excluded. With many of these groups I already am working myself through my organization. - After all the exercises we did on the course I can definitely understand needs of different target groups of youth with fewer opportunities better. I wasn't aware that there are so many obstacles nowadays for those groups of people, and that the consequences of their exclusion can go that deep. Now I know what the target groups are and how to help them, and also have some ideas how to get some of them more included. - Now I think that I am very informed, because the activities provided a sort of empathy with these groups and now I know better their needs. 6. How would you rate your knowledge and understanding of EU social inclusion and employment youth policies and their influence to our communities/countries and youth work? 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%

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Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

Some comments: - In comparison to the rest of the components of the training, I consider this component to be the one of which I got least knowledge. - The session during which we were divided in 4 teams exploring different European youth policies and then each group presenting their policy to the whole group was very interesting and informative; however 1-2 hours is not enough to understand them in depth and how they can be used by our NGOs. However, I am now aware of them and can look into more detail the ones I choose to. - Now I know that there are EU social inclusion and employment youth policies, how they influence to the countries and how we can use them to solve our local social problems. - Not much better, I still have to sit down and read it through everything :). - I think I now generally understand the aims and objectives of European programs and I am able to position single projects in the general frame of EU policies. I am now able to recognise projects that are consistent with EU guidelines and principles. - I did not know much about EU social inclusion and employment youth policies. I still donâ&#x20AC;&#x2122;t, but this course gave me some basic information and interested me for further research on this topic. - I had no idea about EU policies before, and now I know how important they are. We were divided in groups and I got to study EU youth strategy. I found it very interesting, thinking about how it really did get implemented in Croatia. I could think of many examples in everyday life where it had important impact. Also other policies I find very useful in future work. - I got quite a lot of information about youth policies but I also found out that some of them are beautiful on the paper but in reality they don't work. 7. How would you rate your competences to use youth work and non-formal education for improvement of youth employability skills? 60%

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Some comments: - There is a large space for improvement, but I am satisfied with knowledge and skills that I gained on this training course. I am aware how non-formal education is important and useful for improvement of youth employment and I would advice every person to work on their constant education regardless their age and employment status. - Now, I would rate it with 4. You gave me so much ideas, inspiration and motivation to move on and do something. - Excellent. I have increased my competences in this field and made connections with people from other countries whom I can contact anytime for help if I don't feel very confident about something for the subject, - 7/10 I had some good ideas and also gave ideas to other participants. I value now the importance of participation on voluntary basis, learning with the group, within the group and from the group and competent educators with high qualifications. - I guess I knew about it before as I am working with Erasmus+ but as I mainly work with EVS (which is in my opinion a great way to improve employability skills of youth), I got new information about other opportunities. - At non-formal education I actually had some insight before this training course, but never with youth older than 18. All the skills gained here are going to be very helpful in the future. We have some ideas on how to improve employability rates in our countries, and the course provided us with tools we can use. We all feel empowered now, and can't wait to start working with youth. - This experience with non-formal learning made me more aware of the potential of non-formal education in improving personal skills, especially those social skills that are necessary to relate to other people and work with them. I also learnt practical exercises and methods.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

8. How would you rate your knowledge of different examples of good entrepreneurship and employment practices combating youth unemployment? 60%

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Some comments: - I had some interesting examples of entrepreneurship practices from other participants, although only a few of us was working specifically on youth entrepreneurship projects. I would say that the group mainly shared knowledge about education for employment practices, and I got some really interesting examples and ideas from it. - Our colleagues from Estonia had a lot of good practices to share. It was very refreshing and nice to hear that there are ways, and successful ones, to fight youth unemployment. Also the presentation from Kosovo and their association helping minorities by organizing them and teaching them how to make and sell soap and earn money. A great point was made when we were told not to work for the people who need help, but with them. That means not to force our opinions and practices, but to talk about what they want to achieve and how are we going to chase that goal together. - I was informed and familiar with examples and practices combating youth unemployment in my country, and during the training I heard many examples of good entrepreneurship and employment practices from other participants and trainers. - I learned interesting new examples and ways of tackling youth unemployment in different countries; however some of which I checked when I was back are not applicable to Cyprus (e.g.: ipard funds for agricultural start-ups in Macedonia) but still good to know the best practices of other countries and get inspired by them. 9. How would you rate your competences to do quality needs analysis and surveys among youth (for our inclusion youth work for employment and entrepreneurship)? Comments: 60%

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Some comments: - This group work we did definitely gave me some new knowledge about analysis and surveys. I also discovered that this is something that needs more planning and time. It was very difficult to do in such a short time especially as we all wanted it to give us sufficient information to analyse. But in the end I think we did very well and had interesting results. - Very good. I have learned some useful tools/methods which I can use to do quality needs analysis and surveys.

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

I had a great experience on this training in this field so I can quite openly say that my competences are on good level. Well this was one of the most profitable activities of the training. Thank you very much for including a practical activity like this! I liked that activity. I've learnt a lot of practical things Very high, because I studied psychology and we used to have lot of practice in this field, but in this training I learned some new forms on online data analyses and presentation forms as charts, etc. I have to admit that doing surveys wasn't something I was familiar with. Here we had to make our own questionnaires and talk to people in the streets. Some of us already had experience in this kind of work so they shared their knowledge with us and showed us how to make it right, how to analyze the answers and how to make conclusions out of it. Now I am able to do something similar by myself. We had an interesting assignment- to make a survey about youth employment and non-formal education and entrepreneurship. I really enjoyed doing this task because it gave us opportunity to hear young local people opinion on this topic, their experience and suggestions how to improve youth employment in their country.

10. How would you rate your competences to develop strategies for local/European activities and longer-term programmes of youth work for employment and inclusion? Comments: 45% 40% 35% 30% 25% 20% 15% 10% 5% 0%

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Some comments: - Well, after completing this course I feel that I can be an addition to a team of people who would try and/or develop strategies for local activities, because all the information and skills I have now most of the people in my hometown for example do not possess or do not even know about. The key would be in informing the youth on a local and later regional level. As I have some plans for cooperation with my colleagues from Montenegro and Kosovo, I would say that I find myself competent to develop the project and also maybe some later programs of youth work for employment that I will be interested in. - I guess I still need to work on this. It is definitely not my strongest point. - I think it has been developed during this training course and the guide that we have got will be very useful in my future planning of programmes. - After this TC I learned what policies mean (and their major difference from laws) and how they are shaped and that we as NGOs can actually influence and improve them :) When it comes to my competencies of developing programs to enhance youth employment I definitely feel more confident to contribute after this TC. - I am now more aware of the importance of having a long term strategy for an association and I have some instruments to build a consistent one, but I think this is a kind of competence that is developed mainly through practice and collaboration with experienced partners. - Very good. I have learned some useful tools/methods which I can use to develop strategies for local and European programs.

11. How would you rate your competences for quality development and management of youth work inclusion and employment activities/projects? Comments:

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

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Some comments: - Improved. I have started to draft a project proposal on employment and inclusion, and thanks to this training I have gained new insight on many issues I did not see before. - Full of new ideas/suggestions/unexplored opportunities concerning employment as well as inclusion. - I think I would be able to design and enact good activities and projects. About this competence, observing the educational team while it was working with us was extremely useful. - As I said before I think that before attending this course I wasn't competent to develop or to manage projects connected to youth work inclusion and employment, but now I find myself competent to do it. - Very high now, because we went through every step of project building, assessment of needs, good practices and to project management - The last day really helped me to get a whole picture - how we should develop projects and activities. I have never participated in project development so I had only blur image how it should look, but know I feel much more competent. - I think I can develop it better now and that I will be more aware of the needs of the target group and include them in the developing process. However I am not sure about the management, because I did not have many experience with it yet, but I am definitely motivated to gain them. 12. How would you rate your knowledge about EU possibilities and Erasmus+ programme for young people and youth work? Comments: 60%

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Some comments: - I've learned that there are many possibilities and I'm interested to explore more about them now - Satisfactory. I have had some previous experience with Youth in Action program, but now I learned a lot of new possibilities emerging from Erasmus+ and other EU programs. - My knowledge about EU possibilities and Erasmus+ program also wasn't representative, but now I know a lot more and can share my newly gotten knowledge with others. EU possibilities are invented to help young people and young people should know more about them and how to use them. Same goes with Erasmus+ program. - I have good overall knowledge and I know how to orient myself and where to look to have all the necessary detailed information. - I think I know the most important things, especially for key action 1 with which I had also more

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

personal experience. I think in the future my knowledge of the other two key actions will expand, because I am now more motivated to work on them because I have learnt some important facts about them. I think the two sessions that were devoted to this part, were very good and informative to all of us; even the ones who were already aware of the programme, everything was made very clear during the sessions and personally I learned/understood the opportunities/programs/parts of it better.

13. How would you rate your competences and capacity for developing European level cooperation with other participants? Comments: 60%

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Some comments: - Excellent! We already discussed some possible future partnerships and I believe they will happen. - Working in groups with participants from other countries helped me to develop my communication competences. What is more, we have an excellent international project idea we are planning to implement in order to increase our international cooperation, inclusion and integration. - Now I feel that I am more informed and more competent to achieve this kind of cooperation. - I hope I will be able to work with them in the future and I think I will with some of them. However since we come from different organisations that are dealing with very diverse fields it may be hard to cooperate and prepare a project right now. - I made new acquaintances with young people in various European countries -it was very useful to get them know well and exchange experience and see that in all counties we are dealing with similar issues which can gather us on some projects - As I have already said, I will stay in touch with a group of other participants for sure, and hopefully work with them on some projects in future, and with some of them I have some plans that are going into realization soon. So yes, this course helped us to find people that are interested in same problems and have similar ideas for solving them. - The communication and exchanging ideas for project development with other participants from different countries has been on very high level. Regarding to that and to experiences that most of us have, the competencies and capacities can be on very good level. 14. How would you rate your understanding of current challenges and opportunities in Europe, issues of European integration, priorities in youth policies in Europe? Comments: 60%

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Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

Some comments: - I have a lot of things to understand, but this course helped me a lot - I think that current situation in Europe is changing rapidly and dramatically. There is a great immigration process now and many issues regarding integration and employment will be connected with this. - Innovation seems to be a priority in almost all policies which is quite interesting and promising for the future - as innovation creates new opportunities and can bring employment. - We were talking a lot about current challenges and opportunities in Europe; I have never been better informed about the situation. Croatia is in the EU, but some, or should I say most of the countries represented on this course are not, so it was interesting to hear about their struggles and solutions. Now I know more about the priorities in youth policies in Europe. - I think I now understand it a little bit more, but still not enough. - I definitely have a more precise understanding of priorities in youth policies in Europe. I think this knowledge, as a good understanding of EU strategies in general, is extremely important for an association that wants to work in the European framework and needs to know how to use the chances offered by European Union to their full potential. 15. How would you rate the influence of intercultural exchange and learning happening on this training course onto your personal learning and development? Comments: 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

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Some comments: - It was such a good experience to meet people interested in the same area from different countries and environment to exchange experiences and solutions, ideas and after all positive vibrations. - It has been a very important part of the training course for me, since I have learnt a lot about myself and it made me reflect my own opinions, values and work. I am also now more motivated to work on myself and my prejudice. - I clearly see how intercultural exchange and being in a foreign country teaches me a lot about myself. I like to analyse my behaviour in these kinds of situations and it is interesting to see the new things I learn about myself. - Indicated from historical background we are used to have some kind of prejudices for different nations and individuals, so this training helped me a lot in reducing this king of prejudices and be more aware about people's values. - If there were only people from my country, it would be easier to communicate, but there would be no sharing of information, learning about different cultures and countries, and we would have no insight in any other systems but ours. So it was extremely important that there were different people with different skills and ideas with different backgrounds from different countries so that we could all learn from each other. - Very good indeed. This training course, together with the people in it, provided me with some of the most insightful and eye-opening moments of my whole life. I learned more about myself here than I did for years back home. - In my opinion maybe that`s the most important thing I have learnt thanks to this course. Meeting many people from different counties and cultures and different opinions made me learn a lot about me and about people. I have learnt a lot from each person of the group. - I felt that intercultural exchange had a major impact on my personal learning a development; I think this is the fundamental added value of international training courses. - The intercultural learning happening during this training gave me the opportunity to: - think outside the box/my country's reality - explore new ideas/opportunities/ways of thinking and doing - embrace new cultures and make some parts part of my own

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

16. Will your participation in this training course be useful for your organization and colleagues? How would you use what you learnt in the course back home? (Some answers) - I have already told my colleagues about what we did in this training course. I definitely would like to include more volunteers with fewer opportunities to my projects and promoted it to my colleagues as well. Due to this, in 2 weeks we have a meeting where we will develop our plan for 2016, to be more focused on youth with fewer opportunities. - Of course, it will be very useful. I will share what I learn in the report to the manager of the organization, on the meeting of organization and some of the exercises from TC I'll implement in some of my further workshop that I plan to do. - I hope that I will develop project of social entrepreneurship. For me the most important thing that this course gave me is inspiration and motivation to learn and research more so that in near future I would be able to apply gained knowledge and skills in practice. - I got some new ideas for future projects to implement within YEU Cyprus, especially from last day's session on developing future projects, but also from throughout the whole week. We are also getting involved on a KA2 project concerning creating the ideal youth house in our country and then in Europe - and one of the issues addressed will be youth unemployment; so I will use a lot of the knowledge and ideas gained during this TC, within that project. - Since I am a socially engaged person, as in the NGOs as well as in politics, I'm willing to share all acquired knowledge in order to encourage youth organizations to develop these ideas as a big part of its activities. First at all, I would initiate the research about youth awareness of models for developing social entrepreneurship projects and mapping the existing examples. The research results would serve as useful guidelines in planning local strategies for reducing youth unemployment and encouraging the development of innovative programmes by government institutions. Beside this, I perceive this Training was a great opportunity to network with other young people who share same or similar views as I do, as well as, a great platform for beginning our future cooperation. - Definitely yes. First I learned a lot about my interpersonal skills, which will be translated into better managerial skills for me at my organization. Second, I mentioned before that I and my organization are drafting a project on inclusion and reduction of unemployment, therefore the knowledge I got at this training course will come very much in handy. - Surely, it was useful in terms of how to use non-formal education methods, defining of some concepts about youth work, which employment opportunities could be, provide to youths with fewer opportunities and so on. I will prepare a presentation and share it with my colleagues. Wordle made from all the answers of participants to this question:

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

17. How well did the educational team fulfil their role? (Some answers) - They were excellent. They were dedicated and professional. They organized sessions on educational and fun way so it was really interesting to participate in this course. - It was pleasure to be a part of this and to listen to you. You were a great team and thank you for sharing your knowledge with us. 5 - I am so happy I had the chance to meet all the people from the organisation team because they are great personalities first of all and very professional in their roles. Looking forward to seeing them and working with them again. - Educational team was awesome! They are all so funny and creative and inspiring, they made this course the best experience ever. They helped us develop our skills without forcing us; they made us learn things by doing and not just by listening to their presentations. We felt like their equals, their friends, and that's what made us work harder. We simply wanted to make them happy and proud, and I hope we did, because they really are the best! - They were very good teachers and also colleagues. They have been very inspiring and motivated me to think about so many new things and aspects I have never thought of. They were also very much fun and took care of a good relaxed environment. I hope I will be able to work with them in the future. - Very well. Everything was so well organized; they were prepared with different kind of materials, lectures, audio-visual and practice. - Education team was prepared and competent and a precious guide through the activities. They created a good atmosphere for the group to work and were extremely helpful and willing to share their experiences. - They all have high-qualifications and experiences about youth work. They successfully transferred their knowledge and experience to us. - I like their personal sense of humour :) - I like them being very punctual on sessions and dedicated everything they said they will do they did. Wordle made from all the answers of participants to this question:

18. How well did the organizational/technical team fulfil their role? (Some answers) - The technical team fulfilled their role very well. - Everything went smoothly, the venue was great, the internet was good and all the other technical stuff was there for us. However I do have a small complaint about the food, which was lacking vegetables for my taste. But I am very thankful for Antonija who asked the kitchen staff and it did help for one or two days :) - Everything was well organized, went smoothly according the plan and there were no problems. The team did their job great. - Organization was good, everything worked out very well. Information was clear and timely, the accommodation was really good, and the activities were organized thoughtfully. - I am so happy I had the chance to meet all the people from the organisation team because they are great personalities first of all and very professional in their roles. Looking forward to seeing them and

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

working with them again. Any glitches did not happen during the training. Very well. Everything was so well organized. I am very pleased with their work. Everything was on time and functional. They made great job by choosing this town and place. Organizational/technical team was superb. The TC was very well organised. Everything was great, only projector didn't want to cooperate :). the hostel was very very nice -I like that for coffee breaks they bring us fruits and cookies, beside the coffee and tea :) - they were very up to date in sharing materials with us

Wordle made from all the answers of participants to this question:

19. Any other comments, feedback, suggestions and recommendations to the educational team and organizers? (Some answers) - I am very happy to meet you again, you are all so energetic but also calm (no anxiety) which made me feel very comfortable. On the other hand I could see you know the field very well and you were very precise about some things so I also got a lot from you. Thank you for this lovely training course and hope to see you again. - I had a great experience in Split and my life has changed in better - You are doing great job. I hope you will have a lot of similar projects in the future so that the other people could have benefits of your knowledge and experience. - My only suggestion is to make another course soon, so we can all apply again and learn and have fun together. Thank you for this opportunity, I really appreciate it. - Generally speaking activities were very well designed. The only activity that I would rethink is the one devoted to country presentations, because I found it a bit messy, and it was difficult to me to picture a general frame. Despite the fact that it could have been a bit tiring, I would have preferred to discuss presentations all together! - Everything was so well organized, the program, the place, lectures, activities and materials. My only recommendation is to provide more feedback to the activities and work of participants during the training. - No further comments, except for a big THANK YOU to the organizers and the participants for a wonderful training, and extraordinary 8 days in it. - They are good. l hope we will work together in future - Room was too yellow, too much meat, not enough salad. It would be nice to have one day off in the middle of the TC, but probably it doesn't go like this :). Overall it was beautiful experience. I'm grateful and happy to be part of it. My ratings are at the moment low, because my head is full and empty and I barely know what I have learned this week :).

Organiser: Association for improvement of modern living skills "Realization", Croatia

TC â&#x20AC;&#x17E;Employment through inclusion - inclusion through employmentâ&#x20AC;&#x153;

Wordle made from all the answers of participants to this question:

Organiser: Association for improvement of modern living skills "Realization", Croatia