<< Objectives >>The project objectives were to:1.Raise awareness about the relationship between emotional intelligence and discrimination among our participants and their local communities.2.Raise awareness about the relationship between emotional intelligence and well-being (with a focus on selfawareness) among our participants and their local communities. In terms of the youth mobility, we aimed to:1.Expand knowledge regarding the components of emotional intelligence2.Develop the socio-emotional skills of our participants, such as emotional awareness and regulation.3.Change the attitudes of our participants towards people outside their own groups by highlighting how emotions can foster discrimination (even when they are unconscious) and exposing how fake news exploit this.<< Implementation >>The main project activity was a Youth Exchange implemented in April 2022 in Sinaia, Romania. During 9 days, young people from 7 countries were involved in 5 learning modules which helped us reach our project objectives. Each learning module had a specific learning goal, as follows:Module 1. Improving youth’s skills of identifying, distinguishing & expressing emotions.This part of the youth exchange focused on helping youth practice emotion identification using several methods (e.g., identifying in a video which shows different facial expressions, discussing the ”wheel of emotions”) and different ways of expressing emotions (e.g., based on roleplays), analyzing the challenges and benefits of each way.Module 2. Improving youth’s understanding of emotions (e.g, what causes them, manifestations), self-awareness, and knowledge regarding the relationship between thoughts and emotions.During this part of the youth exchange, youth discussed what causes certain emotions and how they manifest both biologically and behaviorally. Using reflection and models from cognitive-behavioral psychology, we addressed how our thoughts influence our emotions. The methods included group discussions, presentations, and sharing personal experiences (e.g., thoughts that I have in specific situations which generate negative emotions).Module 3. Understanding the relationship between emotional intelligence and discrimination.During this module we took a close look at the relationship between emotions and behaviors, focusing on how fake news can foster negative emotions which lead to the discrimination of certain groups. The methods used in this module included national teamwork (e.g., drawing stereotypes from their countries) and discussion with the whole groupModules 4. Understanding the relationship between emotional intelligence and personal well-being.This module mostly focused on helping youth identify the role emotional intelligence plays in several life domains (e.g., school, work, family, romantic relationships, friendships) through discussions, presentations, and reflectionModules 5. Understanding and learning emotion regulation strategies.During this module, participants were encouraged to focus on identifying the most useful strategies for dealing with fake news, hateful information from the media, and their personal challenges. The methods included problem solving, roleplay, research, and reflection.Participants were aged between 18 and 29 years old (corresponding to the developmental stage of emerging adulthood), had high interest in the topic of emotional intelligence, were motivated to learn and engage in both personal and professional development, proved willingness to share personal experiences (i.e., specific life situations in which they felt intense negative emotions), and had at least a basic level of English. This general profile also applied in the case of the disadvantaged participants recruited from each of the countries involved in the project.During the youth exchange implementation, participants were involved in the development of project results, such as videos and a card game, which will be detailed in the corresponding section. Following the project, participants got involved in dissemination activities, such as article writing or sharing on social media, which will be detailed in the corresponding section.<< Results >>As also expected in the project application, the highest impact was on the participants due to the strong focus on self-awareness of most of the activities. By the end of the project, participants:*Increased their self-awareness and developed the habit of reflection necessary to sustain it in the long run, which could have a ripple effect in improving several domains of their lives*Gained new knowledge & skills in terms of identifying, distinguishing, expressing, understanding, and controlling their emotions*Increased their awareness of other people’s emotions (e.g., interindividual differences and similarities, better understanding of how and why they feel a certain way), thus learning some tools for building healthy relationships*Practiced how to approach fake and/or hateful news without letting emotions cloud their judgment*Built friendships with people of different ages, nationalities, and genders (which might even have very different opinions and experiences), thus becoming more accepting towards people from different groups Project impact indicators and results included: YouthPasses for the participants, Certificates of Recognition for the group leaders, creation of social media content (2 video, 1 leaflet, 1 card game), writing social media posts and one magazine article about the project, distribution of social media content.The social media content created by the participants during the project included:1. A Card Game about emotions, which is freely available herehttps://drive.google.com/file/d/1E09j6pyq5seem3581t4yWHlEJQBOgqDy/view?fbclid=IwAR2l9m8l7PpNo6ZCvJbgxJrzWF2TJhRO-o9I4Ae3XmKHkA3iEgCEVMY4H4QThe game can be played in many variations, with its main goal being to initiated conversations about emotions in a fun and engaging way. The game is based on the “Wheels of Emotions” which was used several times during the project implementation to start conversations about emotions. One way in which the card game can be used is by challenging your teammates to guess what emotion you’re talking about by mentioning situations in which that emotions might arise. A detailed descriptions of how this version of the game can be played is available in the document.2. One video about ways to express emotions and testimonials about the learning experience of some of the participants, available here : https://www.facebook.com/AsociatiaSePoate/videos/7007914277347283. One video in which participants challenged themselves to express emotions in a foreign language, available here https://www.facebook.com/AsociatiaSePoate/videos/479446240587480 .4. A comic leaflet about participants’ experience during the Youth Exchange. Due to its rather informal nature, this leaflet was not shared on our official channels, but was shared by some of the participants on their personal social media accounts.

"<< Objectives >>Project ""Mind-Body-Spirit: Unlocking Youth Potential"" aims to provide a space where youth workers from different countries can come together and explore and practice alternative learning methods that promote holistic development of young individuals, especially those with fewer opportunities. The focus of the training will be on alternative learning methods that emphasize the body, mind, and spirituality, such as Mindfulness Meditation, Creative Arts, Adventure-Based Learning, Service Learning, Yoga, Gamification, Nature-Based Learning and Mind Mapping.The training program will provide a safe and supportive environment where youth workers can learn and practice these methods. The program will include workshops, seminars, and interactive sessions designed to help youth workers gain new insights and skills in working with young people. This project will increase the competences of youth workers in working with young people, especially those with fewer opportunities. The training will be designed to promote the development of non-formal education methods, including active and participatory learning, experiential learning, and intercultural learning.Objectives:1. Provide a space for youth workers to learn and explore alternative learning methods with emphasis on the body, mind, and spirituality, that promote holistic development of young individuals especially those with fewer opportunities.2. Explore youth workers personal well-being, and experience how these alternative methods can be used for self-development and healing.3. Provide tools, resources, and practices to enable youth workers to implement these alternative learning methods in their work with young people.4. Foster cross-cultural learning and understanding among youth workers, and provide opportunities for them to share their experiences and best practices.5. Improve the quality and inclusivity of youth work in participating countries by promoting alternative learning methods that can be adapted to the needs of young people with fewer opportunities.6. To promote the Erasmus+ program and encourage youth workers to participate in future projects that can contribute to their personal and professional development.These objectives are aimed at improving the quality of youth work, promoting inclusive and holistic learning methods, and providing opportunities for cross-cultural learning and sharing of best practices. Ultimately, the project aims to enhance the skills and future opportunities of young people with fewer opportunities, and promote the Erasmus+ program as a valuable tool for personal and professional development.<< Implementation >>The project ""Unlocking Youth"" is an 7-day in-person training that will happen in Tukums, Latvia from 2/09/2023 - 8/09/2023 (excluding 2 travel days) and it will gather people who work with young people especially those with fewer opportunities with preferentia; age 18-45 years. In total it will gather 27 participants ( 4 participants from partner countries: Spain, Italy, Croatia, Greece and Lithuania, and 7 participants from hosting country Latvia). This project is aimed at providing youth workers with alternative learning methods that promote the holistic development of young people, especially those with fewer opportunities. The training program will take place in a safe and supportive environment where participants can learn and practice these methods. The program will include workshops, seminars, and interactive sessions designed to help youth workers gain new insights and skills in working with young people. The working methods will be non-formal education methods, such as group work, role play, experiential learning, and reflection, aimed at fostering an inclusive, participatory, and learner-centered environment. The aims of each session will vary, but the overall goal is to provide youth workers with the tools, resources, and practices to implement these alternative learning methods in their work with young people, and improve the quality and inclusivity of youth work in participating countries. The sessions will also promote cross-cultural learning and understanding among youth workers, and provide opportunities for them to share their experiences and best practices.<< Results >>Firstly, the project will have a significant impact on the holistic development of young individuals, especially those with fewer opportunities. Youth workers will learn and explore alternative learning methods that promote the body, mind, and spirituality. These methods will enable them to provide better support to young people in their personal growth and development.- The project also focuses on youth workers' personal well-being, allowing them to experience the alternative learning methods for self-development and healing. This experience can improve the youth workers' well-being, making them more effective in their work and personal lives.- Youth workers will be provided with tools, resources, and practices to enable them to implement the alternative learning methods in their work with young people. This capacity building will lead to the promotion of inclusive and holistic learning methods, making youth work more effective in promoting young people's personal growth and development.- The promotion of alternative learning methods that can be adapted to the needs of young people with fewer opportunities will improve the quality and inclusivity of youth work. Youth workers will be equipped with the necessary tools to support young people's growth and development, regardless of their backgrounds.Finally, the project aims to promote the Erasmus+ program and encourage youth workers to participate in future projects that can contribute to their personal and professional development. This promotion will lead to an increased uptake of the program, benefiting youth workers, young people, and the wider community."

<< Objectives >>Human rights education and inclusion of vulnerable groups, is a never ending process. Loesje e.V. is an organisation that constantly works on improvement conditions through empowerment, support, creative youth work and new possibilities for people, who come from vulnerable discriminated groups, as LGBTIQ* (Lesbian, Gay, Bisexual, Trans*, Inter* Queer* where the * includes all different identities) migrants, refugees, Roma, people with fewer opportunities. Following statistics, being in touch with the LGBTIQ* community we noticed the need of tools and methods for support and inclusion of the young LGBTIQ* people. After several meetings with the interested partners, we developed the project “Who is director of your gender role”, who aimed to equip youth workers, teachers, activists, organisations with creative tools and methods for empowerment and inclusion of the LGBTIQ* people. Through structured planning for participants we hosted people from the LGBTIQ* community and people who work with them to exchange information, learn from each other and create new tools and methods for empowerment and support of the LGBTIQ* community. We made a “reality check” from participating countries from the EU, Caucasus, the Balkans and MENA region in order to see differences, similarities and to find common ways of support.The objectives of this project were:- to raise awareness about the realities that LGBTIQ* face and the importance of their inclusion and empowerment- to learn and exchange different creative, innovative and digital tools and methods for quality youth work- to use Erasmus+ program as opportunity for active inclusion of LGBTIQ* youthThe special objective of this project is:- to suggest concrete strategies for activism<< Implementation >>Together with the partners that were selected for this project based on their needs, motivation, and geographic representation, we started to construct the entire application. All requirements and educational opportunities that correspond with the program's aims were taken into consideration. In the meanwhile, we often communicated with our partners online and collectively agreed on a variety of topics. After the project was accepted, we communicated about choosing the participants, the location, and the program.Following our agreement on many aspects, we created the infopack. All participating organisations selected their participation based on their requirements, some via online call and others internally inside their organisations. After two separate rounds of preparation, we had a group of enthusiastic youth workers, educators, activists. One preparation was from their respective organisations, and the other was from Loesje e.V. After making sure that the participants had access to all material, we again handled travel arrangements while taking into account all of the program's regulations.The implementation of young worker mobility was the next phase. We created an interactive program using non-formal teaching approaches and theoretical input. Participants also played an important role in the program by evaluating new sessions on the spot. We performed theoretical input for several topics and had in-depth conversations about them. The entire activity was through reflection and evaluation processes. We utilized YOUTHPASS as a tool for learning and reflection, and the Erasmus+ program as a platform for their future ideas.The participants shared realities from their countries, we spoke about Human Rights knowledge and violation, about discrimination. We paid quite lot of attention to LGBTIQ* terminology and understanding. Also in the program we had a guest speaker, who is an Arab gay man who migrated to Sweden due to the unacceptance and violence he faced in his country. He shared his experience but also the success story of finding a new home in another country. Participants had the opportunity to learn a variety of concepts, tools and methods, digital approaches, creative methodology through Loesje creative workshops, to create their own workshops and test it on the spot and with it to increase their organisations’ capacities. For us especially important is the evaluation and follow-up phase. In this phase, we evaluated the activity's results, the learners' learning outcomes, and the training program's effects on the organisations. After doing several assessments with the participants, we also conducted evaluations with all of the partners. They used various methods of disseminating the results, but we have a WhatsApp group where we are active, keeping each other informed about the activities we are currently carrying out and offering support to one another.<< Results >>The program was developed in 3 phases, theoretical input, practical knowledge and creating outputs that will serve as good practices. Through the workshops participants learned about the LGBTIQ* terminology, what kind of obstacles LGBTIQ* have around the regions, who supports them, where they can find help. We learned about the Universal Human Rights Declaration, the articles, and the participants became aware about discrimination and how we can fight it, online and offline. There were a lot of sensitive topics and moments, the participants learned to listen and accept each other, they practiced emotional intelligence and teamwork. All in all the participants became much more aware about the needs and the risks of the LGBTIQ* community.Posts and stories on social media:13 Instagram reels: video clips for up to 60 seconds, can be filmed with the phone or edited separately and posted on the profile page.16 Instagram stories: photos or videos lasting 24 hours that might include texts, animations, links. Those will appear only in the Instagram feed section.8.694 views - total number of visualisations405 likes - total number of likes483 interactions - total number of actions followed from the content (es. Visit the page, visit the website, direct contact ecc)11 comments - total number of written comments under a posted content49 shares - total number of time a content has been resharedMost views video content:Instagram reel, 30/11/20221429 views40 likes 57 interactions 2 comments14 sharehttps://www.instagram.com/p/Cll6nkaIkPw/?hl=itLoesje posters:https://www.loesje.org/files/posters/Berlinen2211.pdfhttps://www.loesje.org/files/posters/Berlinen2211_0.pdfhttps://www.loesje.org/files/posters/Berlinen2211_1.pdfhttps://www.loesje.org/files/posters/Berlinen2211_2.pdfhttps://www.loesje.org/files/posters/Berlinen2211_3.pdfhttps://www.loesje.org/files/posters/Berlinen2211_4.pdfhttps://www.loesje.org/files/posters/Berlinen2211_5.pdfhttps://www.loesje.org/files/posters/Berlinen2211_6.pdfhttps://www.facebook.com/LoesjeBerlin/posts/6051815861496887Videos:https://www.instagram.com/p/CkQLClAolM7/?hl=ithttps://www.instagram.com/p/CkSu1dyol3c/?hl=ithttps://www.instagram.com/p/CkVzMg3IsRF/?hl=ithttps://www.instagram.com/p/CkaehXFIuEv/?hl=ithttps://www.instagram.com/p/CkdDuvSoy_Z/?hl=ithttps://www.instagram.com/p/CkfZ4O8jEe-/?hl=ithttps://www.instagram.com/p/CktQFMfIfbc/?hl=ithttps://www.instagram.com/p/CkybrvsIdLv/?hl=ithttps://www.instagram.com/p/Cll6nkaIkPw/?hl=ithttps://www.instagram.com/p/Cly3R0XoRws/?hl=ithttps://www.instagram.com/p/Cl81w2TobK1/?hl=ithttps://www.instagram.com/p/CmE9MiXID8j/?hl=ithttps://www.instagram.com/p/Cmbb2KLDGMb/?hl=itBrochure: https://issuu.com/marinawehbetrajkovska/docs/who_is_the_director_finalqNew workshops created and tested from participants:1. Privileges2. Integrating LGBTIQ+ refugees in western countries3. Bonding with secrets4. LGBTIQ+ terminologyOn many levels, this project had a significant influence. All partner organisations were inspired to participate, educate, acquire knowledge tools, and build specific abilities despite the pandemic, Ukrainian war, inflation, and other difficulties. On the one hand, the project coordinators acquired new abilities as a result of the requirement to implement risk management with regards to all project-related aspects. The organisations themselves hosted participants who returned with new knowledge and abilities to engage effectively with their youngsters on a daily basis, as well as workshops designed from scratch using those tools and methodologies. Because of the group's extreme variety, the participants developed a wide range of personal skills, including active listening, tolerance, understanding, sharing, and acceptance as well as mutual support and engagement. They also produced a great amount of visual content, engaged in a Loesje creative text writing process that encouraged critical thinking, and produced strong posters that are shown all over the world.

"<< Objectives >>We are happy with the success of this project, especially in the current difficult context of COVID-19. This project allowed the development of the skills of youth workers from 8 youth organizations and public institutions.The identification needs in this project came from simple things, things we encountered in our everyday life:• Fractures• Stroke• Earthquakes• How do I use the first aid kit?• Context of COVID-19Mobility accidentsThe project was written after identifying the tree of needs - youth workers/young people from the organization and community - after which I made a draft of activities together with the Coordinators and the members of the writing team. Concretely, the needs on which we assumed our activities, and these were solved after the implementation of the project1 the needs of youth workers/young people:- They trust their own forces to intervene in case of emergency- I know how to give basic first aid measures in case of burns, ACV- I know how to use the first aid kit- I know how to perform cardiac massage in case of emergency - (I even had a case where Marco saved a person's life by performing cardiac massage, related story on the Facebook group2 Partners' needs:- They had very few youth workers who knew how to provide first aid measures- The need for basic instructions in providing first aid measures- The reduced operational capacity of the organizations, especially since there were organizations that did not have workers to prepare leaders or other young people for mobility3 The needs of the local community- Young people from the community and volunteers had a low level of knowledge regarding first aid measures- Small number of young people from local communities who knew how to provide first aid measuresObjectives were achieved, as follows:1 At the end of the project, the 26 youth workers know how to provide first aid measures and remained within the NGOs as active members. This Ob was achieved through workshops with young people, simulations and Heimlich relief measures.2 At the end of the project, the 50 young people know how to react in an emergency or provide first aid. These skills were acquired through activities such as: theater, simulations, practical workshops, world cafes, meetings with stakeholders.3. The involvement in the project of the 24 young people with limited opportunities - economic, social and geographical problems during the project, helped them to integrate socially and they gained in themselves. This will happen through their involvement in writing mobility, active involvement in the exchange of young people - facilitation, method of ed. Nonf (Team-work, Albatros, Debate,) and the support provided by the mentors from the organizations.4. The organizational development of the 8 partners, taking into account the cross-sectoral character that helped young people, youth workers, partners and local communities in the sense of preparing for emergency situations during the implementation of the project through the development of the 2 mobilities and the Stage of Dissemination.I monitored and evaluated the activities of the project throughout its implementation. The partners helped us to evaluate initially and after mobilities the competences acquired by the young participants. We were happy to note that most young people and youth workers remained close to the organizations and brought other members into them. After the evaluation, we consider that the assumed objectives were achieved in proportion to 100%.<< Implementation >>In the Writing Stage of the project, the partners considered 2 youth workers and 3 young people each, who involved them both in writing the project and in coordinating some logistical aspects. Of course, they followed the ""needs tree"" that was made by the writing team.The profile of the youth workers was:- Over 18 years and no age limit- Active workers in youth organizations- Connoisseurs of non-formal education methods- Motivated to learn to give first aid and to do exploitation workshops in organizations (I had the Letter of Motivation)- Knowledge of the English language, at least basic levelProfile of young people- Between the ages of 18 and 30- Young people who are motivated to learn first aid measures- Which no longer have participants in E+ projects- Who need to learn through non-formal education methods- Knowledge of the Romanian language* we had a total of 24 young people with limited opportunities. The needs identified for them were:- social: they came from single-parent families or families with several children- economic: they lived on social benefits and the Guaranteed Minimum Income, they were young NEETs- geographical: they came from isolated regions, from sub-urban areasOther common aspects for young people and youth workers:- who do not know first aid measures- who do not know how to provide first aid measures- who have low knowledge of how to use the first aid kit- who do not know what to do in crisis situations- who want to get involved in organizational development- who are motivated to get involved in the DEOR Stage in workshops for exploiting the results as well as in supporting volunteers/young peopleThe participants filled out an Application Form in which they specified information related to: personal data, contact data, information in case of emergency, etc.The profile of the trainer and the facilitator was important in the development of the project, the main selection criteria being:- Over 18 years- To know how to offer first aid measures and what to do in case of emergency - he had the experience of at least 2-3 coordinated projects on this topic- To know English at an advanced level- To know how to teach non-formal education methods- To have conflict management skills- Know how to coordinate debriefing activities and reflection sessions with workers- Empathetic toward youth workers- Good coordinator and pedagogueIn this project, the trainer and the facilitator combined non-formal education methods with concrete measures to help a victim in an emergency. They taught the participants how to do cardiac massage and how to use the first aid kit. The participants learned what are the steps to evaluate a victim and how to contact the emergency services if needed. The topics covered were: Burns, asphyxiation, sprains, fractures, frostbite. In addition to the facilitators, ASMV volunteers, Inspector PCV and Georgiana Caita (plastic surgery doctor) were also present for support and help.An important role in the acquisition of key competencies was played by the debriefings, the reflection sessions, the initial, intermediate and final evaluation of the participants (youth workers and young people). They were informed from the Preparation Stage for obtaining the YouthPass Certificate, but also on the first day of activities where we had a special session dedicated to the E+ program, YouthPass and the 8 key competencies. CPDIS issued the certificates in the YouthPass platform and gave them to the participants after they completed their key competencies. In addition to them, the ""Notebook"" of the workers helped them to understand what the ""ASK"" competencies acquired after the implementation of the 2 mobilities really were.The results were in accordance with the activities carried out:- the participants know how to use the first aid kit after the project- participants know what measures to take in case of an accident- How non-formal education methods are used in education (especially for youth workers) and what is their purposeThe team of specialists of the organizations as well as the trainer supported the youth workers in the DEOR Stage by getting involved in the dissemination activities. At this moment, many workers and young people remained active in the organizations. They help young people, volunteers and leaders to learn first aid measures. The partner organizations contributed to the monitoring of the dissemination made by youth workers and young people<< Results >>The impact of the project was, in particular, in 3 directions:1 The impact on youth workers (26) and young people (50):- I know how to act if they have to provide first aid measures- I know what to do in case of a CPR and what is the protocol to follow, including how to do cardiac massage- They acquired new key competencies- I know how to proceed in case of minor accidents such as: burns, sprains, dislocations, etc- I know how to use the first aid kit- They have confidence in their own strength- In the event of a natural disaster, they know what to do and what steps to follow- They acquired new cultural skills, being empathetic towards other cultures and young people with limited opportunities- I know new methods of non-formal education- Through the non-formal education methods of non-discrimination, young people with limited opportunities are integrated, they have gained self-confidence and there will be a cultural mix from 8 EU countries- They have confidence in their own strength after the workshops held by the professionals from the Volunteer Medical Student Association2 The impact at the level of partners:The 8 partners involved in the implementation of the project have:- Acquired youth workers and young women to help them in the training of group leaders- The number of young people registered in each organization increased - approximately 30 new members in each organization- They now have youth workers who know how to do workshops for volunteers- They are more open to work with local authorities and other youth organizations- Exchange of know-how with other youth organizations, especially those involved in the Erasmus+ program- They have a concrete material of first aid kits in the current context- Increasing the visibility of the 8 organizations in the local community and in the online environmentLong-term impact: new follow-up partnerships were created between NGOs, stakeholders, local authorities - including KA2 writing3 The impact on the target group. According to the dissemination plan, CPDIS and the partners in the project held workshops to exploit the results. They were helped by youth workersAccording to the Dissemination Plan, each partner, in the DEOR Stage, implemented:- A workshop with young people from the local community and one with young people from organizations, including group leaders or volunteers- Dissemination notices given by each partner separately on social media and on their website- Caravan (we involved over 120 young people) made by CPDIS within ISJ Olt and in collaboration with CMPCV Bucharest- The exchange of experience with 10 other youth organizations where co-coroners met and debated the aspects related to first aid measures - GEO CLUB Association, Social Initiative Association, Youth Workers Association, A4Action, DGT Association, ROMISCARE Association, ACCESS AssociationThe evaluation was done by:- Feedback given by partners through various methods of non-formal education- Number of new partnerships between youth organizations and local authorities- Reports made by partners to CPDISThe qualitative impact. The coordination team monitored and evaluated:Qualitative:· Quality of project Stages· The quality of the activities carried out· Feedback received from pax and SO· The level of satisfaction of those involved in the project· The quality of the partnership CPDIS – ISJ OLT, ASMV and CMPCV· The quality of the workers' skills and their contribution to the NGO· The quality of the Caravan (we involved over 120 young people in the local community).· Online and offline impact in local and regional communitiesQuantitative:· Number of workers/young people involved in the project activities· Number of dissemination events done· Number of pax at dissemination events· Number of young people who receive the Guide to first aid measures and young people aware of the Caravana· No of NGOs involved in Et DEOR· Number of young people who access Facebook pages and the SO website/blog· Number of young people involved in the workshop held at ISJ Olt and teaching staffCPDIS organized a project caravan in Slatina in which we did an information campaign in the high schools in the community - approximately 120 young people were informed. We informed young people about the results of our project through promotional materials. They realized the need to know what are the first aid measures and what to do in case of a natural disaster.At this moment, the 8 partners are working on a KA220 project to support young people from local communities as well as youth organizations that urgently need to know how to give first aid measures. Another aspect is the COVID pandemic and the war in Ukraine, which may expand. In this sense, the activities of the Stay alive+ project came to support young people and youth workers."

"<< Objectives >>Youth unemployment is characteristic of the entire Western Balkans region. Long-term economic dependence on parents who are themselves socially vulnerable is the most significant source of frustration and dissatisfaction. Poor starting positions in society prevent young people from acquiring social skills to support personal self-confidence and self-esteem. Formal education is not a factor that encourages employment, so it is very uncertain whether young people will go to further education or will look for employment in the local community or in one of the European countries. As they remain largely excluded from the decision-making process in local communities and wider society, young people feel insecure about the future, direction and impact on the world around them. Many young people in the region feel frustrated by the slow positive social, economic and political change. Particularly worrying are the trends of abuse and manipulation of young people to strengthen radicalism, extremism, and increased hate speech. The problems of the Balkans do not have easy solutions and are often shaped by political discourses influenced by nationalism, prejudice and discrimination. A special challenge is an unresolved legacy that stems from the history of violent conflicts in the region. Today's youth were born during and after the conflict in the Western Balkans in the 1990s. Young generations have grown up listening to unfounded stories and myths about the past, and many are still exposed to nationalist narratives, societies, and educational systems built on ethnic segregation. Marginalized groups of young people face the same problems, but with additional challenges of reduced opportunities, access to resources and lack of social support.It is essential to create safe and inclusive spaces in which girls and boys from different social groups will exchange experiences on how they experience the challenges they face, what they would like to do about them. In this direction, they want their societies to move in future and how that future can be built effectively. Direct exchange of young people from the Western Balkans is one of the most effective ways to develop communication skills, intercultural understanding, dialogue and other necessary competencies applicable to prevent discrimination, violence and promote cooperation, which belong to a wide range of transferable skills and lifelong learning competencies.The general goal of the exchange is to include, connect and strengthen groups of young people with fewer opportunities from Serbia, Bosnia, Croatia and Northern Macedonia through intercultural exchange and dialogue based on practical research of the cultural heritage of the Western Balkans in a way that actively involves the local community.After the realized exchange, and in accordance with the goals, the participants will be able to:- Recognize their own and others' identities and roles and develop tolerance towards the ""different.""- recognize and use cultural differences and tradition as a resource for learning, personal development and community impact- understand the reasons and ways of stereotypes and prejudices, recognize the mechanisms of their action on behaviour and the consequences they lead to- recognize discrimination, feelings and consequences that discrimination leads to- develop empathy through ""entering other people's shoes"" of members of marginalized groups (migrant, Roma, poor, etc.) and adopt inclusion- recognize their creative capacities and use them to act in the community.Involving young people in social processes is crucial for the future of the EU. Our young participants will make important decisions for communities in the future. They will face questions for which there are no simple answers. In addition to knowledge and information, they will need practical skills. Through the implementation of activities during all phases of exchange, through observation and analysis of their own and others' traditions, contemporary trends and problems of discrimination in local communities, they will be able to respond more successfully to new roles, taking into account the needs of different groups in their environment. They will develop tools for self-reflection and self-confidence, communication skills, take responsibility for decisions made, acquire digital skills, tools for planning learning/actions, develop critical thinking. A special benefit of the exchange of young people from the Western Balkans is the support of the reconciliation process and conflict prevention in the region, the creation of trust among members of different nations and religions and the increase of social capital.<< Implementation >>The total number of participants in the exchange is 28 (organizations from Northern Macedonia, Croatia, Bosnia and Herzegovina and Serbia) aged between 18 and 25. Participants belong to vulnerable social categories on several grounds: some come from single-parent families, some live in families where parents do not work, or only one parent is employed, come from families of refugees or displaced persons, belong to different ethnic groups/nations (Muslims, Macedonians, Croats, Vlachs, Roma, Serbs), a number live in settlements outside the city, some young people belong to the LGBT population. During ten days of living and working on the camp, under tents, far from the urban environment, they will through intensive workshops, practical training in making handicrafts (knitting, crocheting, painting on canvas) and research of the cultural heritage of the area in which they are, intensively go through an inclusive and intercultural process. Peer education, creative techniques of making a ""textile identity map"", exchange with the local population and the experience of camping in nature aim to equip young people with: - knowledge of key theoretical concepts related to intercultural dialogue;- values ​​and attitudes based on respect for diversity, inclusion and human rights;- tools and techniques for analysis, response and prevention of discrimination based on prejudice;- creative skills that support the active engagement of young people in local communities enable the expression of opinions and practical action.The exchange is conceived as an interactive meeting that includes:- peer education on the topics of interculturality and inclusion (personal and group identity, culture, cultural heritage of the Balkans, deconstruction of gender and ethnic stereotypes and prejudices, empathy, marginal groups). Introduction to theoretical concepts strengthens the participants' language skills and critical thinking, giving them material for an argumentative dialogue on the exchange itself in the future.- Acquisition of practical skills in making home textiles (introduction to wool processing techniques, knitting, opening to a special method of two-yarn knitting, basic crochet techniques, embroidery, use of colours for fabrics). Practical work with small tools such as knitting needles, crochet and embroidery, scissors, spindle, tow develop fine motor skills, attention and concentration. The skill of making thread or knitwear participants can creatively use recycled textiles and certain types of plastic in the future.- Active exchange with the local environment and acquaintance with diverse cultural heritage. The camp is located near the cell - the chapel dedicated to St. George, in Kalavat. ""Covenant prayer"" is a local rite that is performed here every May 6th. The ""Covenant Prayer"" contains elements of pagan heritage and is on the list of the intangible cultural heritage of Serbia. Participants will learn handicraft skills from women from the village of Vrtovac, who will introduce them to another tradition from the list of the cultural heritage of Serbia - two-strand knitting socks, characteristic of this area. Participants will visit the Homeland Museum in Knjaževac to see the exhibited collection of these socks, the largest in Serbia. In the preparatory activities, they will present the traditions of their communities, and at the exchange itself, they will be able to notice and discuss similarities and differences.- Experiential research of marginalized groups and communities (visit to the nearby town of Klana, conversation with residents, workshops on migrants, putting in ""other people's shoes"", the experience of starting positions). The experiential knowledge awakens empathy and strengthens solidarity.- Rethinking creative expressions for taking action in local communities (making a ""textile identity map"", designing activities, performance, online activism).As the project envisages the inclusion of marginalized groups (socially and materially vulnerable groups, LGBT), youth exchange is an opportunity to create long-standing friendships of support. Exchanging young people in a similar situation and recognizing that there are the same/similar problems with others is important for overcoming feelings of isolation and rejection. Young LGBT people need to be able to share their experiences in a safe environment. The way of life on the exchange is entirely different from the usual one and requires the participants to be flexible, but also responsible, to respect the needs of others, sometimes limiting personal desires. Participants will gain a completely new experience of independence and responsibility. All acquired skills and knowledge are transferable, and participants can apply them in various activities in the future.<< Results >>During the implementation of the project, the participants will undergo cognitive, value and activist changes, which can contribute to the prevention of conflict at all levels and among any actors and affect the reconciliation processes in the region. Cognitive changes refer to the personal increase of information and competence on topics dealt with by exchange ( interculturality, inclusion, forms of discrimination, identity, belonging to group and tradition) and their connection with position, discrimination and consequences of the exclusion of various marginal groups from social processes (women, ethnic groups, migrants, etc.). Cognitive changes include information about one's own and other people's cultural heritage, the importance of handicrafts in the life of local communities and their connection with the cultural context (handicraft terminology, meaning of visual symbols, meaning of customs and symbols of intangible heritage, myths, oral traditions). Value changes and awareness-raising on the importance of solidarity, the sensitive balance of different groups, the possibilities of personal/group/organised influence on community changes, and tolerance and interculturalism. We achieve intensive contact among participants during the exchange, communication with the local population, and organise life in the camp. ""We enter other people's shoes"" through experiential activities of participation, observation, practical work, analysing, comparing, recording impressions and opinions, exchanging with others. As participants come from 4 countries with different cultural, social, economic characteristics, religious customs and personal habits, they will ""practice"" tolerance and develop a sense of life and cooperation in accordance with differences. Staying in nature, contact with residents, participation in the practical organisation of living and working in the camp, tasting healthy food, respecting environmental rules, will contribute to adopting the principles of healthy lifestyles, developing environmental awareness, and recognising opportunities to change consumer habits. The expected activist change is the empowerment of groups of young people to engage in civic initiatives and apply the acquired knowledge in the future (school, local community, workplace, institutions, civil society organisations). Articulation of knowledge about intercultural dialogue will help to argue the demands in everyday life better. Responsibility towards oneself and others will be developed, recognising current needs, alternatives and consequences in the future. At the exchange, they acquire practical skills by painting on textiles, making symbols, and connecting canvas. I can use these skills in future actions. Activist changes and impact on organisations: all partners get educated young people, motivated to react, to initiate activities, with competencies to articulate ideas and demands in real action, communicate and present the action to the public media. Participants will transfer the knowledge gained through youth exchange to other young people in the organisation and initiate new ideas and actions. Organisations will expand their capacities with new volunteers, energy and knowledge, and team leaders will acquire new methods and exchange examples of good practice. Participating in the exchange creates a network that can be the basis and support for future work.The presence of young people from different countries in the rural communities of Vrtovac and Kalna, active engagement of some of their residents in informing participants about local cultural heritage and in the process of learning basic handicraft techniques, provides local associates with confirmation of the importance of their culture and transfer skills to young people. All of our ""handicraft mentors"" are women who belong to the older category of the population; recognising the value of their skills will increase self-esteem and positively affect their mental well-being. Getting to know the specifics of cultural heritage through conversations with residents will contribute to intergenerational understanding. By maintaining exchanges in rural and economically devastated areas, engaging local associates and buying food from local producers, we support the sustainability of small communities. The project will enable young people to get acquainted with the promoted values ​​of the European Union and get a clearer insight into the requirements that are set as a criterion for joining the Union. The project promotes a dialogue of cultural diversity and inclusion, contributes to the growth of the social well-being of small rural communities, the preservation of the environment in a way that includes marginalised groups."