UNEXPRESSED TALENT (UT)contributes to reduce the phenomenon of social and educational exclusion of young people (14-24 y.o.) by means of their active participation in civil society and increased personal accountability. Literature points out that one of the main indicators of uneasiness, often resulting in school dropout, is linked to an insufficient level of social inclusion and a scarce participation in democratic life as well as a general lack of the so called soft skills allowing young people to make the most proper decisions about their personal and professional life. The main problems identified at the beginning of the project, are: 1. Lack of a structured analysis on formal and non-formal education organizations: a scientific-based analysis in order to understand the origins of young people uneasiness and to recognize the alerts of such risks; 2. De-motivation of young people: the high percentage of young NEET is often caused by a lack of coordinated strategies aimed at intercepting, motivating and giving them the confidence and hope in the future; 3. Unexpressed talent: young people in discomfort situation often possess capabilities and a social capital which are not properly exploited by the formal education system or in the environment they live in. Such reasoning has led the partners to identify 3 specific objectives: 1. To conduct an analysis in formal and not formal education agencies to determine the phenomenon according to quantitative and qualitative indicators; 2. To motivate young people involving schools, municipalities, associations and project stakeholders to jointly face problems and target common solutions; 3. To connect formal and non-formal education agencies for the purpose of improving both systems. In this regard, UT has tackled social uneasiness of young people in difficulty by developing a model of inclusion in active citizenship (CSOs, etc.) by fostering transversal skills and empowering youths by becoming more aware of their unexpressed talents. Such empowerment actions, matched with commitment in civil society dynamics helped better level of integration both at educational and, if relevant employment. Led by a European network specialized in training and inclusion of people at risk, TANDEM PLUS (FR), the partnership is made up by diverse but complementary partners, covering 7 different countries (BE, FR, ES, PT, IT, SI, HR) bringing together nine partners whose expertise ranges to different topics as: non-formal education, tools for vulnerable people, effective transversal skills assessment, scientific research on social issues, compared social analysis, development and test of tools with social impact, services to vulnerable groups as migrants and foreign students, social inclusion. Starting with a research phase, the project has provided inputs for development of different strategies for talent appreciation, and has developed a user-friendly assessment tool targeted to teachers, families and youngsters to identify their specific kind of uneasiness or exclusion risk. Following the preliminary research and alert tool, the partner developed a multidimensional model (output4): expressing talents. In the rationale of the project, this entails a 6-step comprehensive path, made up by a set of methods and tools that aim at creating links between formal and non-formal education stakeholders to support the empowerment of youth, especially for young people between 15 and 25 years of age, to foster autonomy and self-recognition of skills to make talents easily emerge and consequently build strategies to express and promote them with enhances awareness of the wider context in which they live and with the support of a more structured collaboration of territorial organisations. The model has been the result of codification and evaluation of tools such as “Unexpressed toolkit- IO 3” and “alert tools – IO 2” that has been tested first with educators and operators of formal and non-formal education during a Joint Staff training week in Madrid and then, after finalization, tested on about 200 youths in each of the 7 countries. The evaluation of the model and its tools (IO 5) has shown that the partners have increased their organizational skills and network at both local level (especially with schools and other local CSOs) and learned and benefited a lot by the transnational cooperation to improve staff skills and methods to be applied to their ordinary work with youth, which will have a positive impact on future work. The evaluation also highlights the overall positive impact on the youths involved in the pilot experimentation of the model, with achievement of the target numbers and increased awareness of talents. The final recommendations, which embed lessons from the experience, provide guidance for further actions for different stakeholders. The recommendations represent a roadmap for further work in the field.

Primary schools open to community resources, communities more active in primary education, this is the way education for the younger generations of the 21st century should look like. At the end of over two and half years of joint work, this has also been the effort of the D’BASKET project. Looking at the dynamics of education of the future, where connected learning between the school, private and social dimensions takes place, the project started a process, which will hopefully continue, of creating a more “structural” cooperation between schools and other education providers, and actors (such as local authorities) to leverage the potential of learning basic and transversal skills by frequent interaction and exchange between the “world” of the school and the “world” outside in the community. Such interaction aims at providing an inclusive education, where formal and non-formal education support lifelong guidance for future educational choices of pupils and their empowerment as citizens. Through the adaptation of new and effective interdisciplinary educational methods developed in other external experiences for education of pupils aged 10-14 years old, D’BASKET addresses the need for a more diverse and inclusive education, underachievement in the basic skills through more effective, innovative teaching methods and the upskilling of teaching professions. The project’s general objective has been to promote and share - through good and innovative practice and joint development - interdisciplinary educational methods and paths that foster basic and transversal skills through entrepreneurial attitudes and the appraisal of social, linguistic and cultural diversity, in order to improve teachers’ competences to work with diversified learners and address low achievement and exclusion from an early stage of education.D’Basket managed to achieve such objective by bringing together for the first time three primary schools the IC Romolo Onor in San Donà (VE-Italy), the primary school Veli Vhr of Pula (HR), and the primary school Antona Ukmarja of Koper (SLO), the 3 respective municipalities, 3 local NGOs: Associazione 2050, KIP PiNa, the Foundation for Partnership and Civil Society Development, and the EU network Tandem Plus.Following the roadmap foreseen by the methodological approach, we have developed the following activities and outputs:D’BASKET KNOWLEDGE TOOLKIT Reflected and analyzed the partnership’s existing pedagogical methods (formal, non-formal and based on successful practice in Europe), the teachers’ knowledge and attitude towards non-formal education and the “personality” of the students. THE D’BASKET ACTIVITIES AND PATHWAYS: The deliverables, (Output 2-3-4) are concrete sets of methodological and pedagogical material and include the learning outcomes, the link to statutory subjects for the development of basic skills, as well as tools to be used, such as training exercises, multimedia material and expert experiences and tips. 2 Joint staff training have allowed to share the methodologies with a group of teachers. Translation of the toolkit has been done in Italian and Croatian as well as in English.The multilingual online Resource Centre (IO6) contains, as a point of entry of the D’Basket experience, all the deliverables and tools, results of joint activities such as joint staff training and mobilities.The testing of the 3 D’BASKET pathways in each country has taken place in the last 18 months of the project, and an evaluation report has been delivered. Part of the testing was the organization of three D’Basket camps (three short-term pupils’ mobility) to carry out some specific activities with groups of pupils coming from the three schools to test and appraise the EU added value of the pathways. The final phase consisted in the creation of ad hoc plans (In Italy and Croatia) and agreements at local level to streamline the results of the D’BASKET pathways into school curricula and education policy of municipalities in the concerned area. Dissemination events have taken place in Italy, Slovenia and Croatia. Over 350 pupils and 21 teachers have been involved directly in the project. Over 1000 have been involved in the contest for the project's logo and in dissemination activities. Additional students from other schools in San Donà (about 60) have been involved in workshops organized by the Municipality. In Italy, the D’Basket ERASMUS + week will be part of the PTOF (piano Triennale dell’offerta formativa) and the municipality has made available the tools for all the primary/lower secondary school of the city, as well it has committed to promoting the project’s rationale in all the area. Teachers involved have created strong ties beyond borders and are collaborating and planning further mobility and transnational actions.