<< Objectives >>LGBTIQ YOUTH NET develops a new set of resources to help youth and youth educators combat anti-LGBTIQ online hate speech. We will:•Conduct desk and field research to explore the challenges & opportunities of youth combating online anti-LGBTIQ hate speech. •Upskill & empower young people to actively participate in combating online hate speech•Ensure participation of young people in relevant discourses about these issues•Allow project resources to get timely and adequate attention & reach<< Implementation >>In essence, we will:•Develop a Reach and Teach toolkit to engage and inspire youth educators and youth workers for interest in combating anti-LGBTIQ online hate speech•Create a classroom-based course, available also digitally, and implement it via an international training event•Ensure youth is heard and participates by establishing 4 Local in-person Assemblies and building an online platform for target groups’ peer cooperation•Implement an intensive and engaging share&promote campaign<< Results >>1.1.PROJECT MANAGEMENT HANDBOOK + strategies2.1. LGBTIQ YOUTH NET Reach & Teach toolkit showing 30 good examples of work in combating LGBTIQ hate speech 3.1. OERs CLASSROOM COURSE WITH PEDAGOGIC GUIDE3.2. INTERNATIONAL IN-PERSON TRAINING EVENT FOR YOUTH AND EDUCATORS4.1. LOCAL ASSEMBLIES of young people (TG1), educators and youth workers (TG2)4.2. A DIGITAL HUB peer-to-peer learning and networking 5.1 SHARE & PROMOTE STRATEGY detailing the campaign

<< Background >>Governments, researchers, educators, and communities seek to understand what causes failure. One theory is that the inclusion of affected communities, so called community participation, in the development of interventions is important. This allows for the project to be tailored to the needs of the community, directing the intervention better.However, a study by Brown and Mickelson, Why Some Well-Planned and Community-Based ICTD Interventions Fail, elaborates further by examining how simply involving the community in the design of an intervention is insufficient at producing a success. It reports that simple community engagement does not necessarily allow us to understand the needs of the entire community. Communities are heterogeneous and are hard to understand. It is not enough to consult those who hold power and who frequently lack the same interests as those on the ground. You cannot assume that consulting a part of a community is sufficient to understanding the whole community. A deeper understanding of the community requires more intensive engagement, but it is the key to successful interventions. THE PROBLEMTop-down solutions are not tailor made and fitting the communities and actual issues within those communities. The process of the solution design shows a gap between the designers, project initiators, project managers and what`s the actual state of need and possibility on field, where the problem exists. There is a need for adult educators, NGOs and activists to be involved in the problem-solving processes on an equitable basis to adopt a new way of thinking and designing solutions – Design Thinking for Social Change. The EU is moving, changing, reinventing itself in the face of new challenges that can be both institutional (e.g. democratic gap) and circumstantial (e.g. pandemic, poverty, financial crisis and security challenges), always investing in new solutions and progress to elevate the social change. Since World War II the world has invested $2.3 trillion in development projects to improve health, alleviate poverty, educate, and provide other services unavailable before that. While there has been progress, the number of absolute poor remains the same: 2 billion (Taylor, Taylor, & Taylor, 2012). Design for Change will fast forward the development of social enterprises as drivers of inclusive communities. It will create an innovative, easy to use model for problem solving, which is digital, participatory, sustainable and holistic bringing together adult educators, community members and problem solvers to approach the social change from the aspects of: •empathising with the people and communities, •understanding the priority problems while defining them, •ideating – by challenging assumptions and creating ideas for innovative solutions that are culturally, socially and economically inclusive, •prototyping –creating solutions that tackle and overcome barriers and discrimination,•testing the solutions.<< Objectives >>Design the Change will upskill Adult Educators, Social Change Actors and Policy Stakeholders and other stakeholders who are involved in creating social change in using Design Thinking principles as a norm when deciding on priority issues, understanding who is affected by community problems and how, what solutions are possible and how the solutions affect the beneficiaries, creating ideas and implementing projects. This approach will contribute to the more effective use of resources, funding, and will educate staff, members and activists involved in local authorities, NGOs, development agencies, associations, thus strengthening the position of community change makers and civil society and empowering them to tackle key community issues. These stakeholders will be empowered to take the education resources to the adults and diverse groups in the community, strengthening further the position and development of these communities.Project participants/target groups will be able to use design thinking tools and solve real life challenges. These solutions, design thinking methods and processes implemented will be opened and presented to wider public in multiplier events. Vulnerable groups such as migrants, youth, women and seniors will be included, as these groups are most often advocates and beneficiaries of social change and all social change that is happening should include all vulnerable groups.MAIN OBJECTIVEDesign Thinking for Social Change objective is to develop innovative adult education pathways that will assist social change actors to bring effective, equitable, and long-lasting solutions for positive Social Change, though implementation of the Design Thinking model.The Design the Change project addresses the needs and work of the following groups:-Adult educators and their reach to learners, individuals who are active citizens, involved in their communities, activists, change ambassadors and representatives of different community groups,-Social Change Actors such as NGOs, Social Enterprises, Development Agencies, Volunteer Centres, Community Groups and similar formal and non-formal organisations involved in community development and social change – the management, staff and members of these entities, as well as individuals as social change advocates, especially vulnerable groups such as migrants, youth, women and seniors.-Policy stakeholders, grant givers, decision makers in the communities.<< Implementation >>Design the Change will develop series of social change needs tools and resources to connect the community beneficiaries of the change to those designing the solutions and bringing the change in forms of projects, funds, actions, services and products. Design Thinking provides a solution-based approach to solving problems. It is a way of thinking and working as well as a collection of hands-on methods. Design Thinking revolves around a deep interest in developing an understanding of the people for whom we’re designing the products or services. It helps us observe and develop empathy with the target user. Design Thinking helps us in the process of questioning: questioning the problem, questioning the assumptions, and questioning the implications. Design Thinking is extremely useful in reaching social change for problems that are ill-defined, by re-framing the problem in human-centric ways, creating many ideas in brainstorming sessions, and adopting a hands-on approach in prototyping and testing. Design Thinking also involves a set of clear to follow steps, that any social change adult education stakeholder would benefit from: sketching, prototyping, testing, and trying out concepts and ideas.The innovative concept of Design the Change will develop forward looking learning centres, in local learning environments, that will very tangibly promote social inclusion, civic engagement and democracy, and offer social change makers in the community lifelong and life wide learning opportunities of implementing the Design Thinking method in their social needs and social changes initiatives. The project will also bring digital tools and technologies through provision of a guide on DT tools, open education resources and an easy-to-use digital platform, to the Adult Educators, Social Change Actors and Policy Stakeholders and other stakeholders. By including these digital resources, the project will contribute to digital transformation and readiness of the change makers and adults in the communities. The key INNOVATION is in providing a clear to follow – step by step method for civic participation in identifying and solving key community problems, which can be replicated to any community and society level. The project will offer flexible, easily accessible, digital learning opportunities, easily delivered in the physical classroom settings as well online. This will improve availability of high-quality learning opportunities for adults, increase the education delivering capacities of NGO, development agencies, local authorities and social entrepreneurs. Adults with low level skills will be able to participate and take up this education and resources, due to the clear model of the Design Thinking approach, and an easy-to-use principle in designing all project outputs. At the core of the Design the Change, STORYTELLING will be incorporated, using stories as a way to understand the final beneficiaries, community members, their problems, everyday lives, using stories to construct the solutions and communicate them to the project target groups<< Results >>Design the Change will regenerate the capacities of European social change actors, through a set of innovative, modern, dynamic and easy to access and use Intellectual Outputs, that are all part of the holistic approach that fulfils project`s overall and are linked to the specific objectives, as follows:1.Upskilling the Adult Educators, Social Change Actors and Policy Stakeholders on the potential of establishing/incorporating Design Thinking for Social Change local learning centres through a Toolkit to establishing a Learning Centre for Social Change (PR1)2.Facilitating creation of effective, adequate and long-lasting solutions through providing a range of tools for each stage of Design Thinking model – Emphasising, Problem Identification, Ideating, Prototyping, Testing + Storytelling, in the form of Design Thinking for Social Change Guide (PR2). This is especially needed for being able to remotely and efficiently understand the needs of communities, using effective tools, in order to design solutions effective for social change. 3.Empowering and equipping adult educators, key staff of NGOs and social entrepreneurs who are involved in creating social change to upskill the activists and their staff and members via a set of Open Education Resources - Design Thinking for Social Change Training Course (PR3) + Facilitators Guide, that explains how to motivate and enable adults of all ages to benefit from the course and pedagogic approaches,4.Create an interactive learning platform working as both, content dissemination platform as well as interactive social change ideas exchange tool, ensuring wide and free access of all produced resources - Design Thinking for Social Change Process Learning Platform (PR4).

"Due to the political instability that many countries face around the world, thousands of people leave their country of origin unwillingly and sometimes to unknown destinations. As statistics on immigration at the European level reveal men, women and children cross seas, walk long distances and sometimes live in disastrous conditions before arriving in a country that will welcome them. Therefore, European countries have become a ""second home"" to an increasingly number of immigrants and refugees with a very diverse linguistic, cultural, educational and professional backgrounds. Although this diversity is certainly an asset because it enriches the linguistic and cultural diversity of Europe, it also challenges political decision-makers on the adequate means to assume henceforth their responsibilities, that is to say work to the overall development and well-being of the people they have accepted to welcome to their territory.To this end, numerous initiatives have been taken to facilitate the integration of migrants into European societies. However, despite the efforts made, there is a need to constantly develop innovate supporting services for these individuals who are visibly vulnerable in the new environment because of the linguistic, cultural, economic and educational disparities. They are confronted to many difficulties such as the need for guidance, appropriate training, extra-accompanying measures and quality jobs.Their presence on the European territory opens up a new challenge for the European labor market, calling for new measures to ensure the rapid and efficient integration of disadvantaged groups (28% of the EU population) who are an integral part of societies. And it is at this level that this transnational project comes into play to tackle from a multidisciplinary approach the issues immigration, integration, training, personal development and employment of the disadvantaged . The idea for carrying out the project originates from the numerous working experiences that partners have gathered through both national and Europeans projects involving low-skilled people and disadvantaged groups and which have strengthened their abilities to develop new educative solutions to better answer both the immediate and long-term needs of migrants. Therefore, one of the objectives of this project is to constructing innovative training programs based on the identified needs of adult migrants in the participating countries and by doing so, contributing to the quality of adult learning at the European level. This project targets more than 200 male and female adult migrants who have been living for at least two years in one of the participating countries( France, Luxembourg, Greece, Portugal and Italy)who have a regular stay permit, who have undergone at least one language or professional training and who are unemployed. On the basis of the transnational research on integration policies, professional training and good practices for the insertion of migrants in the labor market, partners will construct innovative training modules around the eight competencies of European Framework of Key Competences for upskilling educators working with adult migrants. These modules will be tested in all partners' countries . In order to achieve this, 50 mentors for mentoring migrants will be trained, 25 success stories will be recorded and published, 2 staff training will be held, 5 intellectual outputs will be delivered and 10 Multiplier events will take place to disseminate the results of the project.Through the various activities of the project and the training modules that will be made available to training providers at the European level, we hope to promote the transfer of intergenerational skills thanks to mentoring activities , develop the potential of adult learners, improve the linguistic, digital, intercultural , socio-professional and entrepreneurship skills, facilitate the social and professional integration of migrants. All this will in return impacts financial situation, strongly contribute to their quality of life, give them necessary keys to support their children's educational and improve their self- image and their overall well-being.The expected impact level that the results of this project expand the quality training for adult migrants. The results of this project are transferable to other contexts and their scope is beneficial for both the learners and the staff because it is the fruit of cooperation between 7 experts from different areas of expertise, but complementary namely: SIDEC - LXAproximar - PTAmadora Inova - PTAthens LifeLearning - GRSAN GIUSEPPE ONLUS- ITLIL'LANGUES - FROffice House Capellen - OHC - LX"