<< Objectives >>1) We think adult educators have the need to know better RoD in order to better manage the process of empowerment with their learners, mainly when they use active methods which imply moving emotions. 2) Moreover, adult educators can sometimes feel overwhelmed by the difficulties in managing the emotions and pains perceived in the group of learners, often coming from extreme situations, poverty, racism, war, discrimination, violence. For these reasons RoD can be also a tool to be used.<< Implementation >>Theoretical SeminarTrainingSystematizing SeminarApplication On The FieldFollow Up SeminarHandbook About Using Rainbow Of Desires In Adult Education<< Results >>1) A 40 pages handbook about Rainbow of Desires used in Adult education2) A rich debate in the 3 seminars about how to use RoD to empower marginalised groups.

"This project: ""Human Rights Education, Social Circus, Participatory Theater: a Social Model Exchange"" is an outcome of the interest of all 3 European partner associations to multiply and improve the tools and abilities in the field of non formal education with youth at risk of social exclusion, by sharing and combining resources, abilities, experiences and good practices amongst them.Each one of the partners associations is specialized in one field of non formal education. Greek partner in human rights education, Spanish partner in social circus and Hungarian partner in participatory theater.Main objectives of the project are:-The tools of social circus, human rights education and participatory theater to become widespread quality methods of non formal education in the work with youth in danger of social exclusion.-To share and combine these methods as an innovative new tool in the field of social work that will holistically approach the personal and social development of young people in danger of social exclusion, managing this way a better impact in the social work of the partners with each of its members , as well as of the youth workers.The project has a duration of 17 months within which we improve and combine the educational tools of the partner in the following ways:-Using mobilities to monitor the different methods of work in different backgrounds.-Using mobilities for creating thematic shows combining in practice the methods of work with youth in danger of social exclusion..-Sharing information, documents and results, creating exchange network gateways for creating and systemizing knowledge.-Through constant coordination meetings using network technology and through active debates with the participants of each partner.In this project 45 person participated actively in total and 34 mobilities were realized for youth workers of the 3 partners . 60 young people in danger of social exclusion were directly benefit from the results and around 6000 people indirectly.Main outcomes of the project are:- Improved the validity of social circus as a practice of non formal education and the validity of human rights education and participatory theater as valuable tools practiced by recognized professionals- Created a unique and innovative performance with youth that each partner works with, that combine social circus, participatory theater and the human rights education.- Improved the knowledge of these non formal education tools, the means of achieving goals and the abilities of youth workers of partners, improving as well the quality of their social work and working possibilities.- Improved and enriched a network for exchanging tools, experiences and good practices and cooperation amongst the three partners and amongst youth workers in an international environment of working with youth in danger of social exclusionThe long term impact is:-Increased the impact and results of personal and social growth of young people living in danger of social exclusion that the three partners work with, by these tools that approach problematic in more holistic ways.-Improved knowledge even of indirect beneficiaries of the project in environments of work with youth, social and cultural organizations in local and international level, though achieved results accomplished and disseminated by this project."

The project developped a transferable methodology to young women's empowerment and integration in the public sphere and, subsequently, in the labour market. The methodology that takes into account age, gender, cultural background and socio-economical status as factors that shape the exclusion of Roma young women (and other marginalized communities).The project worked in 3 different countries with Roma young women : Portugal, Italy and Hungary. The coordinator organization was REDE de Jovens para a Igualdade (Portugal) and the partners were: AMUCIP (Portugal), Artemisszió (Hungary) and LEF (Italy)In Hungary, the project was planned to work with young refugee women but due to drastic changes in migration related public policies in Hungary, it was not possible. The participants were young Roma women, most of them married with children, thus multipliers that gurantee a sustainable effect in their communities. 8 youngsters in each country participated in a 64h capacity building training aiming empowerment and social entrepreneurship. The young participants in all three countries lacked full access to quality formal education, thus promoting literacy and fostering the understanding of the sociopolitical system were very relevant, key and basic transversal competences that we had to develop. Working on the empowerment and capacity-building of young marginalized women is to assure that they are able to recognize and seek new competences troughout their life cycle.Due to cultural reasons and to the strict patriarchal organization of the communities, women face strong obstacles in accessing the public sphere. This has a life long effect on their access to the labour market and to public decision making, thus, their needs are not taken into account in the local, national and european policy shaping process. In order to break this vicious cicle, young women need support to their civic and personal empowerment. Affirmative action is essencial in order to foster the access to education and training to promote the social inclusion of marginalized youngsters, particularly women. The project developped a tool that bears in mind the cultural and gender specific disadvantages and difficulties that the young women in question face on an every day basis. The methodology was created in a participative manner, with expert organizations and autorepresentatives and tackles the lack of options designed specifically for young women's empowerment, thus contributing to a more inclusive society and more inclusive education and training and youth. Young Roma women are often perceived only as caregivers by the public administration who are mostly interested in domestic work and are sustained by their husbands. Due to the crisis in employment, this model is not sustainable anymore. This gives young women the opportunity to start to be active in the labour market with the consent of their families, bringing real change in their communities, making them more equal. But so far, as men speak for the families and communities, young women's voices are difficult to be heard. This makes specially difficult for schools, employment cetres and other educational and training facilities to reach out to these women and give them the opportunity to be useful and active members of society. The project aims to developped a methodology that can be of use for these public institutions when working with young Roma women.The project produced a publication with the curricula and a reflexion based on research in the 3 participant countries that is widely disseminated and is going ot be used in the future intergted in the work of the partner organizations. With regards to the results and impact we wish to underline that after the path of the project, in all 3 countries, other Roma girls have expressed their wish to participate to a similar project and also the public institutions responsible for this area expressed interest to start and involve us in similar projects.

ContextPromoting educational mobility has been in the core of European policies since the inception of the EU. Open borders for students within the EU creating possibilities for intellectual exchanges, intercultural learning and the development of a trans-European identity amongst the young generations have been in the centre of the European vision. Amongst other things, the Covid19 pandemic has disrupted this common sense together with its practice.Covid, besides limiting occasions for transnational travel, also upset teaching and learning habits, for the worst or the best. The whole education system had to adapt to online teaching in a very short time. Many teachers and even many students consider online teaching as a necessary evil, opposing it to traditional learning forms in an either-or manner, instead of envisaging exciting possibilities of hybrid teaching.ObjectivesWith this project, we intend to support learners and teachers to adapt to online teaching in a playful and pedagogically rich manner. We will create a methodological package addressed to teachers, based on the experience of designing, implementing and testing of a special pedagogical program, combining online and offline methods. This program will offer a virtual study abroad experience for students. The partnership will implement it in a small scale format in order to test and standardize it for future more wide-scale use. With the collaborating teachers, we will create the institutional and pedagogical frame of the program and its curriculum. We will implement a one-semester long virtual student exchange, involving student groups in host-visitor relations, connecting them across internal European borders.We will document our program in a way to produce a manual for future users (teachers, trainers or youth workers).Our study abroad program will be thematic. Participating student groups will learn to read the urban space from the point of view of different scientific and artistic disciplines, from an international team of teachers. They will also learn how to conduct a small scale, collaborative research project and how to create creative and artistic representations from their research results. Students will work in small, mixed research teams which will foster the development of intercultural competency, leadership, communication and cooperative skills. MethodologyThe learning experience we create will involve on-line and off-line field-work, desk research and different mapping exercises. In the pilot program, 3 groups of students would participate from 3 different European countries. Throughout the semester, students will attend classes in urban studies and qualitative methodology, including artistic methods. They will also be prepared to conduct real-life and virtual fieldwork in small thematic research teams under the supervision of local teachers. Students in host countries will act as guides and co-researchers next to their visiting peers. For each student group, the program will consist of 1-month preparation, 1 month hosting and 2 months virtual visit and fieldwork in 2 different countries. ActivitiesIO1Preliminary research: innovative use of digital platforms for collaborative learning in tertiary education, including tools supporting student mobilityIO2Modulable curriculum for involving students in online study abroad programs.IO3Case study: setting up, document and evaluate the pilot project. IO4 On the bases of IO3 creating a teachers’ manual for practising teachersOther activities: Dissemination: multiplier event offline and onlineBlended mobility for partners in the form of joint staff trainingParticipantsIn the pilot program, we will involve directly 24 students and 12 teachers. Our dissemination and multiplier activities will reach directly at least 120-180 professionals, indirectly we will reach at least 10 000 stakeholders. Proposed resultsAs a result of their participation and of the project, students will have developed their cooperative and intercultural skills, will be able to combine online and offline methods for learning and will learn how to conduct collaborative research. Teachers will have developed their digital competences and will be motivated to create and deliver blended pedagogical programsLonger benefitsAs a longer-term benefit, personal, professional and institutional relations will be reinforced between the 3 participating countries. Professionals of education will have more facility and confidence to experiment with blended teaching methods and the pedagogical format of virtual study abroad program will have gained legitimacy and popularity in the Europeans higher education landscape, complementing the traditional student exchange schemes. The introduction of this new format will help students, teachers and institutions to face the challenges caused by the new circumstances triggered by the pandemic.

CONTEXT AND BACKGROUNDWhichever indicator of civic engagement we use (from abstention rates to involvement in clubs and associations we notice a reluctance of youngster to participate (see Eurobarometer 375, Idea 2014, OECD 2014). A reluctance that seems to be accentuated by more difficult economic conditions and lower education levels. Furthermore, because we find more of these young people in the more disadvantaged segments of society (eg. amongst NEETS) indirectly they will be more likely to disengage, to stay out. Our exploratory interviews showed, that for many this ‘staying out’ is a consequence of a perception of being discriminated, of being neglected by those in power. At the same time our exploratory interviews showed that young people (whether or not living in difficult situations) are usually quite ready to identify issues they are concerned about, however they do not always seek a deeper understanding of the issues and can remain with fairly superficial explanations. A sense of disappointment often prevents further discussion and tackling of these problems. We offer to develop a set of methodologies based on peer learning, new technologies and artivist practices.PARTICIPATING PEOPLE AND ORGANISATIONS. The four partners to the Artivism project represent different geographic areas of Europe, different types of institutions (2 unveristies Nottingham Trent University (UK) and Universidad Complutense de Madrid (Spain) and 2 NGOs: Artemisszio Foundation (Budapest) élan interculturel (Paris). We represent different disciplines (journalism, art therapy, culture, intercultural education) and share the joint commitment to show that Arts can create a dialogical democratic space for bridging the divisions of society into those who can take part and those who don't, it can overcome these differences and the mistrust and create communities of creative dialogue. In the four cities we worked with very diverse groups of young people, addressing subject matters relevant in the specific context chosen by the participants. We also involved youth workers, educators, and social workers, interested in learning new methodologies as well as artists and activists, interested in social problems affecting the young people, wishing to engage with young people's non formal education. MAIN ACTIVITIES AND RESULTS1. We started our work by exploring and testing strategies to identify the subjects that matter for young people: issues that make them angry or that they wish to change. With the participation of 68 youth we have carried out urban walks (tested in Nottingham) Urban walks with interviews and photographs collected digitally connected with ideas marathon (tested in Madrid) adopting the Abecadarium to explore ideas concerning a social context (tested in Paris) City Games (tested in Budapest). 2. We created the “artivism archive” with more than 50 selected artivist practices, of which 50 have been translated to all languages, and made the archive accessible at artivism.online3. Development of “Initiation to artivism” workshops involving young people and artists to learn about artivist approaches. In our four cities we have included 130 young people and 23 artists in our 38 workshops. We have altogether created initiation workshops with 19 different art forms (poster, collage, photography, theatre, serigraphy, business card, sculpture, circus, vogue, slam, afro-consciousness, collaborative cinema, architecture etc. please see full list of workshops in annex)Young people could engage easily in the workshops which were organized in a practical easy access way. They perceived the collaboration with the artists as valorizing and could get initiated to basic techniques. 4. Artivist campaigns: We created a range of artivism campaigns where youth and artists collaborated together to raise awareness and inspire reflection and change about the issues they have identified for local communities, stakeholders and a wider audience.In total we ran 12 campaign events (collaborative film screening, interactive parcours, urban walks, asphalt fresco, exhibition in public space, festival etc ) created 11 different campaign products involving about 130 young people. 5. Finally, we packaged all the pedagogical materials and experiences into a training for youth workers that we tested also in an international context in a 5 days training in Budapest. 6. We have collected and shared all our experiences and products on artivism.online, created Open Education Resources and an Artivist manual to ensure the long term exploitation, which is now also available on artivism.online.In accompaniment of the intellectual outputs we have carried out dissemination activities all through the project, reaching more than 600.000 people in great part thanks to the Hungarian artivist team which who managed to attract great attention with their campaigns preceeding the 2018 parliamentary elections.