According to UNESCO, comprehensive sexuality education (CSE) is a curriculum-based process of teaching and learning about the cognitive, emotional, physical and social aspects of sexuality. It aims to equip children and young people with knowledge, skills, attitudes and values that will empower them to realize their health, well-being and dignity; develop respectful social and sexual relationships; consider how their choices affect their own well-being and that of others; and understand and ensure the protection of their rights throughout their lives. While the benefit of CSE has been widely demonstrated, according to UNESCO there is limited information on the impact of CSE curricula on already marginalized groups, including young people with physical and/or cognitive disabilities, and suitable and effective methodologies for this target group should be further investigated. In this context, the use of creative methods such as role-playing and theater games have proven to be effective in educating young people and even more with young people with intellectual disabilities since according to researchers methods that are based on modeling, role-play, rehearsal, and practice skills can be quite useful for improving the skills of individuals with intellectual disabilities. (Schaafsma, 2014).The outbreak of COVID-19 impacted the sexual education of (intellectually disabled) teenagers in a variety of ways, making this project particularly timely: on one hand, by closing schools, sexuality education is receiving less or no attention throughout the world. If there is an opportunity to take classes online at home, sexual education is often not a priority. (Rutgers, April 2020) Additionally, according to recent reports from Europol and Unicef, the increased use of the internet due to the pandemic has heightened the risk of online sexual harassment of children, since spending more time online may increase their likelihood to come into contact with online predators and therefore they should be educated to recognize and prevent this risk. On the other hand, as COVID-19 forced schools across the country to abruptly close, many parents took on an additional role as teachers. As families spend more time together at home, parents have a chance to connect with their kids and delve into sexual health in a meaningful and more intentional way and should be supported to do so. (Feingold). To these challenges intends to respond the INCLUDE project which will design, implement and evaluate: (1) an inclusive sexual education curriculum for high-school students adopting the Universal design for learning (UDL) approach: a cognitive framework that focuses on removing barriers within learning environments by modifying curriculum, concepts, materials, and environments for all learners and abilities through the use of creative options and drama-based techniques. (2) a training for teachers, to upskill them providing the necessary competences to implement the programme and (3) drama-based resources and approach to adopt a whole-school approach in relation to sexual education, including the active involvement of parents/guardians/carers of students with disabilities. The objectives of the project are: Support teen-age students, including those with intellectual disabilities, to effectively achieve the core learning-outcomes of sexual educationSupport teachers and school support staff to be able to apply current practices in sexual education for their students through creative methodsSupport parents to play an effective role in sexual education of their children with intellectual disabilitiesDevelop open educational resourcesThe project will involve students, teachers, families and the general community to its activities in order to achieve its objectives. Moreover, through the multiplier events of the project we expect to involve at least 189 local and international stakeholders to the activities of the project. The partnership is consisted of experienced and newcomers to the Erasmus+ project and of organizations with a different professional background and experience, ensuring the multidisciplinary approach and implementation of the project. MEH, the coordinator of the project, has experience in the management of Erasmus+ programmes and will work with ANS (IT), La Xixa (ES), InTouch (NL), KMOP Skopje (North Macedonia), RDPSEA (GR) and Social Policy Academy (GR).

<< Objectives >>VR4React aims to contribute to reducing reactive aggression in prison by:- Train prison educators and psychologists to deliver the VR psychoeducational intervention to reduce aggressive behaviours of inmates with a history of reactive aggression. It seeks to promote inmates’ ability to adopt prosocial and adaptative behaviours when facing triggering situations.- Capacitate prison officers with skills and competencies to handle reactive aggressive behaviours among inmates more effectively.<< Implementation >>VR4React intends to design, create and implement a twofold approach intervention programme, on the scope thematic and intervention of reactive aggression, by:TRAINING- creating and psychoeducational intervention programme using VR, for inmates, and capacitating psychologists and prison educators to deliver it;- creating a technology-enhanced training (using VR) to capacity building of prison guards.ENGAGING STAKEHOLDERS- Stakeholders Discussion Events.- Final conference<< Results >>The VR4React’s foreseen impacts are as follow:- Promote psychological, social, and emotional well-being (by reducing victimisation and developing adaptive behaviours in inmates).- Promote the capacity building and training of prison staff on reactive aggression topics.- Promote the trainer's skills and knowledge on the delivery of the intervention.- Reduce the risks of reactive aggression to prison staff and inmates.- Promote rehabilitation and reintegration for reactive aggressive offender

<< Objectives >>Among European youth, there is a low level of financial literacy and, above all, a lack of understanding of the links between financial systems, sustainability and the climate crisis. The project therefore aims to create capacities for non-formal education and activating educational methods for youth on the topic of green financial literacy (GFL) for the first time. Civil society actors are thus given the opportunity to raise the level of GFL in Europe in cooperation with youth.<< Implementation >>First, organizations from the fields of youth, environmental protection & financial investment share their expertise & concept non-formal education formats.Next, a workshop is developed & youth is trained to hold and test it for its peers. Also methods, to encourage young people to engage for a raising the level of GFL, are developed with & evaluated & therefore implemented by young people.Finally all created expertise & experience is written down, published & actively disseminated in Europe.<< Results >>The project generates new expertise & innovative educational offers on GFL & implements them on a smaller scale. Thus, the project creates urgently needed & previously non-existent capacities in the youth sector. Through the proactive dissemination of experiences, methods & concepts, this expertise becomes usable across Europe. To strengthen this effect, the foundation for further networking to GFL is also laid. Thus, the project lays the foundation for increasing the GFL of European youth.

<< Objectives >>One third of young people in Europe are at risk of poverty and social exclusion, many do not have access to their social rights and many continue to face multiple discrimination, experience prejudice and hate crimes. The EDI GO! Project aims to support organizations working with young people in improving equality, diversity and inclusion (EDI) policies and practices using the whole-organizational approach to improve the inclusive environment for all young people regardless of their background.<< Implementation >>The organizations from Croatia, France, Greece, Italy and Spain will map key issues in applying EDI practices from perspective of 150 youth and 50 youth workers, develop the EDI resources with self-evaluation tools and guidelines, training packages and good practice examples on improving 5 organizational domains in EDI and through training foster competences of 65 experts from 20 organizations from different sectors (youth, sport, schools, firms).<< Results >>The project will produce three key outputs: the report on EDI practices informed by youth and experts experience, Tool Box for applying EDI practices using the whole-organizational approach and the publication with good practice examples. All outputs will be presented to 200 experts from youth, education, sport and profit sectors from 5 countries and thus set a new EDI quality standard for organizations that want to commit to equality, diversity and inclusion values and practices.

<< Objectives >>The main objective of C.H.A.N.G.E.R.S.-2.0 is to improve seniors’ inclusion in adult education by providing access to flexible learning opportunities on green, energy and sustainable topics. By developing targeted training material and toolkits, and considering their specific needs, we expect that seniors can be more aware of these issues, can have a positive impact on their environment, and can lead a more sustainable lifestyle.<< Implementation >>The partnership develops adapted materials for rural seniors to improve their access to adult education learning/training materials and opportunities on specific topics which help them fight against climate change and energy poverty, and contribute to sustainability. In order to reach this goal, we not only develop training material and toolkits for them, but we also create methodologies for teaching seniors on sustainable and green household topics locally and from transgenerational aspect.<< Results >>Results of C.H.A.N.G.E.R.S.-2.0 will be a complex training material on green and sustainable topics addressing rural senior citizens translated to the partners’ languages. We will also create related methodology and toolkits for the successful implementation of the knowledge transfer with two different approaches addressing the special needs of this social group. One will rely on training opportunities with the advantage of local proximity, the other will provide a transgenerational approach.