The idea behind the project NIO Far was to foster the cooperation between Europe and Senegal and to promote activities aiming to enhance the quality and recognition of youth work while improving participants' level of competences as a way to favor their active participation in the society as well as to provide a response to social challenges.Within this framework, the project aimed at creating a pool of trainers/multipliers able to use Non Formal Education methodology to promote human rights, social inclusion, anti-discrimination measures and gender equality in relation to different contexts (Italy, Senegal and Spain).To reach this aim the project was made of different phases:1)Preparation phase. During this phase, partners communicated to identify a proper division of tasks, a timeline and to set the instruments for managing the project (i.e. creating a shared folder on google drive, a planning and setting skype call every month). 2)Implementation phase. This phase consisted of:--a long term training course based on a blended methodology (residential and online).The residential part of the training course took place in Sassari (Italy) from the 5th of July to the 12th of July 2018. The venue of the activity was the migrant centre of Platamona, where 50 migrants from different african countries are hosted. The choice of the venue was an added value, since participants could experience the migrants hosting system in Italy and share with the guests their experience. 8 migrants decided to take part to the activity. The training course involved 21 participants from three countries (Italy, Spain and Senegal), project coordinators and facilitators and local volunteers who supported the implementation of the activities. The TC focused on NFE methodology and tools to use it to promote human rights and social inclusion.--Online Training Course: following the activity in Sassari, participants started to follow the online course which gave them the opportunity to go deeper with the topic of human rights and to further plan the National activities they proposed during the Training Course. Implementation of National activities: participants planned and implemented activities in their contexts and the results was:•2 activities in Italy •1 in Spain•1 in SenegalEvaluation phase. A final meeting was organized in Ziguinchor (Senegal) from 28/10 to 2/11, during which, there was an evaluation part referred to National activities and another one to the entire project. A conference was held at the university of Ziguinchor, involving different local stakeholders to talk about human rights status in Senegal and to present the project.Following the meeting, participants organized a joint activity (every group in its country) for the International human rights day (10th December). The entire path allowed participants to:--To experience the Non-Formal Education as a learning and empowering tool and to apply this methodology;--To acquire skills and knowledge about the promotion of Human rights online and offline with a focus on the implications of a lack of inclusion;--To empower youth as active citizens using the new technologies;-- To experience the value of differences and the existence of common values beyond cultural differences;At the end of the project, were produced:•a video on NFE and its use•a video presenting the project•a toolkit on NFE methodology and practical examplesThe methodology used during the entire process was NFE methodology, whose application was also among the main purpose of the learning outcomes of the project. Dissemination activities took place during the entire project, through:•activities organized by participants and meeting with local stakeholders•newspaper,

CONTEXT:Five million youth are unemployed in the EU which means one in five young people in Europe cannot find a job today (source: EU-community employment policies). One of the four main objectives of the Commission to tackle unemployment is developing skills that are relevant to the labor market. The lack of quality opportunities threatens an increasing number of young people with a sense of exclusion. The transition from education to independence and a place in the world of work is becoming longer and more precarious. And those with the fewest skills or the fewer opportunities are most at risk. Non-formal teaching methods can contribute to building young people’s knowledge and skills and give them an understanding what it requires to seek and hold down a job or to become an entrepreneur. It makes them more employable and gets them back on track, in particular those who are marginalized or discriminated against and those who lack self-confidence. It also contributes to achieving social cohesion in society by the inclusion of young people with fewer opportunities. Youth engagement - whether defined as active learning, the assumption of meaningful responsibilities, opportunities for choice and voice, or actions that have real impacts - is central to, and an important product of, education reform. Research demonstrates that young people learn best when they are given an opportunity to take on active roles, have opportunities to make meaningful choices, and become contributors and change makers.Brief description of the project: The project with five countries (Sweden, Spain, Turkey, Czech republic and Belarus), focused on the development of an innovative non-formal game based education simulation tool to enhance and improve communication and presentation skills with a focus on entrepreneurship for young people and through play and practice, teach them basic presentation and communication skills, in particular enhancing their self-confidence in presenting themselves thus increasing their chances of finding and maintaining suitable employment or self-employment. The consortium brought different skills to the project ranging from technical, pedagogic, professional as well as project management.We developed an interaction game that makes the social dimension the main element of the game mechanics but has also a competitive and collaborative element. In general games, which are not competitive can be considered interaction games, where there are no adversaries to beat, but where the goal of the game is essentially merely fun and interaction among the participants. The main objective is to create a learning environment (game/simulation) which simulates the communication and presentation skills process and simulates the development of entrepreneurial attitudes and competences.Activities we accomplished during the project’s implementation:1) Project meetings (5 international and several local);2) Project communication and visibility actions (Facebook (messenger communication), project web page, partner organization web pages, Skype using video-conferences)3) Participant selection of youth to help assess the game in Sweden, Czech Republic, Spain, Turkey and Belarus4) Local researches on gamification/entrepreneurship in Sweden, Czech Republic, Spain, Turkey and Belarus5) Development of simulation game and materials as a non-formal tool;6) Test concept with youth and discuss results (conceptual and Beta test); 7) Training for youth workers/trainers;8) Production and distribution outcome materials – handbook, game (cards), game rules9) Evaluation and dissemination activities;The target groups addressed in the short (and long) term were in general young people (universities,school leavers, disadvantaged, unemployed) in need of improving their communication and presentation skills as well as having entrepreneurial aspirations. The planned activities, working methods and the simulation game itself, which enhances communication, presentation and entrepreneurial competences, will no doubt contribute to the process of non-formal learning and to the promotion of social, professional and personal development competences of young people.We have been teaching Game4U at both universities (7) and schools(4) in different countries (5). We even have been on prime television where entrepreneurship was discussed and Game4U was taken as an example of games used in education. The implication of course was huge as many people were able to see it on the news. We also introduced Game4U to organisations who are focusing on unemployed migrants, where the local municipality and school representatives as well as the labor office was present (approx 100 people present). The handbook(pedogocical) and the instruction manual how to use the game are very useful for trainers accompanying the game and specifically developed to train them in coaching the learners while playing the game.