<< Objectives >>International evidence shows that mental health problems invariably start in adolescence and young adults; youth suicide in Europe is high; bullying, abuse, conflict, sustained distress, and trauma is rising; youth are prone to peer pressure and delinquency. Disadvantaged and refugee youth are more at risk.Conflict refugees, arriving in European Union countries, have a risk of depression, anxiety, post-traumatic stress and psychosis 3 times higher than host populations. •The Syrian crisis and ISIL’s incursion led to 6.4 million international refugees and 2 million conflict widows (Europol, 2017). About ¼ entered the EU-28 ‘with a median age of 28.1 years’ (Eurostat), and ‘... nearly 40%, mainly female youth, unable to connect or access mental health support’ (WHO).•Youth in migrant communities, or conflict refugees, have a higher risk of entanglement with slavery, female genital mutilation, forced marriage, conflict victimhood, intolerance, human trafficking, and being radicalized (WHO, 2017; Europol, 2017; IOM, 2017).Youth workers serving in these target groups carry a significantly increased risk of adverse effects. Secondary Trauma Syndrome (STS) - commonly described as ‘compassion fatigue’ or ‘burnout’, is significant (USA - Bride, 2016; EU - Kizilhan et al, 2018; Middle East (Plakas, 2016):a)Youth workers (i) with prolonged exposure to disadvantaged communities or communities with trauma related challenges; (ii) where social isolation is a significant factor (iii) and either working with limited resources (or their recommendations not being taken seriously)– are at significant risk of STS in the third sector.b)Quality of care offered by youth workers falls significantly when their mental wellbeing and resilience drop. This Trauma Healing and Community Resilience Development (THCRD) project was formed to address the imbalance - ‘to enable youth workers to be more aware and to be equipped in self-care to forestall the risk of STS’, with four objectives:1)Establishment of continual reflective, self-assessment and self-monitoring2)Grasp of the anatomy and drivers of fear, anxiety, trauma, worry and STS3)Establishment of reflective self-care practices evidenced in fostering resilience and intactness4)Inter-cultural collaboration, across borders, with youth workers handling similar challenges – improving awareness and connectedness. (‘Peer-learning activity on cross-sectoral approaches in youth work, EU Youth Strategy, 2019 – 21).We began in 2021 as the pandemic was shattering lives, ‘a serious threat to mental health, particularly among young people’ (OECD,2021), with European youth mental health problems, both significant (37-40%) and severe (6-13%). Youth workers enrolled with stress levels both pronounced (40%) and significantly elevated (10%). The project led to a fall in participant stress levels of 40%. Anxiety levels fell by ~70%. Elevated stress/anxiety dropped to 10-15%.The project verifiably improved intactness, self-awareness, hugely improving resilience. Participants collaborated, connected between diverse cultures, religions, geographies, finding their shared humanity, significantly improving professional effectiveness in the largest global epidemic for 90 years. 3 EU Key Competencies delivered had a pivotal role:·Literacy: ‘to pose, solve and interpret problems’§·Learning to learn:‘awareness of one's learning process and needs, overcome obstacles to learn, build on prior learning and life experiences’, ‘learning autonomously’, ‘work collaboratively as part of the learning process’, ‘draw benefits in a heterogeneous group’, ‘share what they have learnt’, ‘organise their own learning’§‘mobilising inner, reflective psychosocial resources, ‘act/ think reflectively, build the ability to deal with change’‡·Social and Civic Competencies:‘to resolve conflict, [foster] ‘ethnic diversity’ and ‘gender respect’; ‘express and understand different viewpoints’; to ‘create confidence’, ‘empathy, overcome prejudices’; ‘creative reflection, constructive participation in community’§‘relate well to others’, ‘cooperate, work in teams, manage and resolve conflicts’‡‘The need for individuals to think and act reflectively is central. Reflectiveness involves ... the ability to apply routinely a formula or method for confronting a situation ... the ability to deal with change, learn from experience and think and act with a critical stance. It is not just about how individuals think, but also about how they construct experience ... including their thoughts, feelings and social relations. This requires individuals to reach a level of social maturity that allows them to distance themselves from social pressures, take different perspectives, make independent judgments and take responsibility for their actions.’‡§ ‘Recommendation of the European Parliament. 2006/962/EC’‡ PISA (2005). ‘The definition and selection of Key Competencies.’<< Implementation >>PRINCE2 disciplines were applied. Annex 2 identifies the Project Team. The project had 5 phases:1.APPLICATION23 NGOs, 16 from Programme Countries, 7 from Partner Countries were identified by direct research, OTLAS, or referrals from existing partners. Questionnaires and direct interviews led to the discovery that Youth Workers in 65% of partners had a prior history of primary/ secondary trauma, a matter of significance.The project was thus aimed: ‘to enable youth workers to be more aware and to be equipped in self-care to forestall the risk of STS’, serving participants with these attributes: •youth workers (18+)•working with young people 13-30 (disadvantaged, traumatized, experienced conflict, violence, abuse) - at risk of Secondary Traumatic Stress•demonstrated passion about learning and improving•cognizant, responsive to risks of their beneficiaries•committed to reflective and peer learning•the project is specifically relevant to their work•proficiency in English (workshops conducted in English).The project objectives were agreed and mandates given for the application.2.ACTIVATIONWhen the Grant Agreement was issued the Partner Working Group (PWG, the project board) was formed. Partnership agreements, policies, procedures, and arrangements for participants were issued and finalized with the PWG, along with templates for progress monitoring, communication and dissemination, evaluation plans and stage reports. A financial framework was issued to handle claims and potential audits.Participants during enrolment responded to questionnaires, identifying learning needs and individual work challenges. Protected time was approved to attend the project activities. From 85 participants enrolled, 53 dropped out; the reasons - mainly pandemic constraints - are given in Section 4.3.3.PREPARATIONThe Feminenza Education team facilitated 21 months of monthly online preparatory workshops, (extended from 11 months due to the pandemic) backed by recordings, books, media and worksheets. A continuing quality improvement process was applied to adapt to the changing needs of our participants outlined in Section 4.1.The Hosting Team ensured readiness of the venue, accommodation, meeting facilities, equipment, health and safety, insurance and dietary requirements; issuing participants with written guides on Greece, the venue, in-country travel and COVID19 arrangements. Partners liaised - on visas, flights health, dietary and other participant requirements – with the Hosting Team.4.ACTIVITY/MOBILITYThe activity was a 6-day workshop in Greece (14th – 19th November 2022).The Hosting team arranged: transport from airports and railway stations; first aid support and safeguarding; logistics with the venue; communication with project partners; local cultural experiences, cultural exchange, etc; provided registration, workbooks and handouts for the activity and ensured COVID19 tests and screening.The 6-day Workshop consisted of 2 modules led by 8 experienced facilitators.•Managing Mental Trauma (2 days)•Seven Pillars of Forgiveness/Resilience (3 days).One day was assigned for intercultural exchange time, including a local outing to Korinthos. Methods are described in Section 5.1.5.EVALUATION AND DISSEMINATION (the entire project time window)EVALUATION:Four survey frameworks were applied in addition to the participant reports. •DASS-21 and HFS, internationally recognised surveys which measure depression, anxiety, stress, regret and forgiveness•Qualitative surveys clarifying the degree to which participants had valued the application of the tools provided, the inner reflective processes•A pilot for Partners, to help clarify their inherent corporate levels of mental health risks •Interviews with Participants and their managers, findings shared with Partners. The headline results:•A fall in participant stress levels of 40%, anxiety levels by ~70%. Elevated stress/anxiety dropped to 10-15%.•82% improved understanding of the drivers of anxiety, stress and fear and to recognise and change their behaviour.•71% were able to release themselves from past adverse incidents.More detail is given in Section 9.1DISSEMINATION:•13 ‘STS Project Diaries’, summating online workshop content, posted on Feminenza’s website and shared through our and partners’ social media channels •During the mobility, daily social media posts by Feminenza were further disseminated by partners•In addition to the Projects Results Platform, Feminenza will publish a final report on our website; results will be disseminated through our partner’s social media and organizational networksABOUT OUR FUTURE PLANS14 partners have since requested: (I) additional courses, (ii) workshops for other staff, (iii) practitioner training to deliver the workshops. We will make a further application to Erasmus+ for this and other NGOs our partners have referred.<< Results >>The project, designed before the pandemic was aimed ‘to enable youth workers to be more aware and to be equipped in self-care to forestall the risk of STS’. It had four objectives:1.Establishment of continual reflective, self-assessment and self-monitoring.2.Grasp of the anatomy and drivers of fear, anxiety, trauma, worry and STS.3.Establishment of reflective self-care practices evidenced in fostering resilience and intactness.4.Inter-cultural collaboration, across borders, with youth workers handling similar challenges – improving awareness and connectedness.The pandemic shattered lives, presenting ‘a serious threat to mental health, particularly among young people’ (OECD,2021). Eurobarometer surveys (2020-2022) found mental health problems in European youth - significant (37-40%) and severe (6-13%). When we started, participants also enrolled with stress/anxiety pronounced (40%) and significantly elevated (10%), matching Eurobarometer findings. Hence the entire project experience was adapted to (i) ensure each participant had improved support, relevant to their needs (ii) captivate, ensure value in the skills transferred; (iii) widen their perceptive canvas; (iv) equip participants to develop and maintain self-starting, self-reflective skills and sustainable resilience (v) address short attention spans.Participants supported the learning fabric, collaborated across 11 countries, shared meaningful stories from widely different cultural/societal backgrounds/religious beliefs, delivered captivating presentations. Increasingly working from the inside out, they drew on their inner resources. The continuing awareness of challenges faced by others from different countries led to shared values, genuine cross-cultural social connectedness, a key driver in boosting resilience. Objective 4 was delivered fully.The project led to a fall in participant stress levels of 40%. Anxiety levels fell by ~70%. Elevated stress/anxiety dropped to 10-15%. No severe risks remained: in major contrast to risk profiles at the start of the project.•89% more able to understand, allow for the inner challenges faced within themselves and others;•82% actively benefited from their improved understanding of the drivers of anxiety stress and fear, to recognise and change their behaviour;•63% successfully applied the circuit-breaker tools, essential to restoring intact mind-states;•81% succeeded with self-starting changes into intact mind-states, 67% succeeded under pressure, and 64% found that their efforts, to develop an intact mind, positively impacted others;•84% made the connection between reflective self-care, forgiveness and the building of intactness and resilience; grasping the role that forgiveness plays in recovering from trauma, inner intactness and fostering resilience;•79% formed a newfound role for compassion;•71% were able to release themselves from past adverse incidents;•20-30% rise in willingness to forgive (a marker long associated with reduced stress, better psychological well-being and resilience); ~64% experienced a significant breakthrough in forgiving themselves or others. Participants benefited privately (~90%) and professionally (81%), showing:(a) improved tolerance/patience and understanding of others (b) recognizing how their efforts to develop inner qualities led to recognition of the strengths/ qualities in others, impacting office work culture (c) increasing self-confidence; became quick to forgive minor irritations with family, friends, co-workers.All four project objectives achieved higher results than expected, swiftly; developing through the Preparation phase, into the mobility and sustained well beyond it. The project also delivered strongly on 3 EU Key Competencies:·Literacy: ‘to pose, solve and interpret problems’§·Learning to learn: ‘awareness of one's learning process and needs, build on prior learning and life experiences’, ‘learning autonomously, work collaboratively’, ‘share learning, ‘organise own learning’§; ‘mobilising inner, reflective psychosocial resources, ‘act/ think reflectively, build the ability to deal with change’‡·Social and Civic Competencies: ‘express and understand different viewpoints’, ‘create confidence’, ‘empathy, overcome prejudices’§; ‘relate well to others’‡§2006/962/EC’, ‡PISA (2005). Annex 10 offers more insight.The project’s Erasmus YouthPass Alumni received unique, life shaping, connecting experiences which led to sustained resilience and improved mental health during the largest pandemic in 90 years. 22 of the 26 NGOs had no prior experience of engaging in Erasmus projects. Their youth workers now want to learn how to deliver these tools to others. Their NGOs expressed respect for the quality of the Erasmus project. Six collaborate with us in the UK, Europe and the Middle East.

"Central to the project was the question of how to reach those remote from education – i.e., people who for whatever reason have had little or no formal adult education - to improve their participation in further education and to design and provide low-threshold learning opportunities. Studies show that only about 10% of the low-qualified participate in further education – among graduates of universities, the participation quote is four times as high. Education experts agree that being remote from education is not due solely to the individuals themselves. Often the institutions, too, are distant from the target audience. This is why experts suggest outreach educational guidance/counselling as well as further alternative approaches to increase participation in further education.Our project ON THE MOVE had its foundations in European Policies like the Europe 2020 strategy with its goals of smart, sustainable and inclusive growth. Lifelong learning and the development of skills are important factors in this strategy.Aims/ObjectivesThe goals of this project has been to identifying and disseminating successful approaches improving the integration and support of the educationally remote. With this project, staff in guidance/counselling and educational institutions in Europe learned about alternative approaches (predominantly of the outreach kind) bringing educationally remote and low-qualified people to further education and will implement these in their countries. This project and its results increase the chances of the educationally remote to find (better) work, as this is directly correlated with the level of qualification. Results/Outcomes and impact- Research from all project partners on suitable best practice examples in Europe for reaching educationally remote people. This also includes previously conducted European projects, whose results we will disseminate further. - Assessment matrix which was used to evaluate the identified guidance/counselling or education projects. - Website including an Open Educational Resource with 32 projects of low threshold learning possibilities and outreach approaches from different European countries. The site is available in all partner languages except Swedish. - A professional publication which contains 32 descriptions of the identified best practice examples. The portraits include hints which enable the implementation of low-threshold learning possibilities and outreach educational guidance or other alternative approaches to reaching the educationally remote at other institutions, too. - 6 Videos in which we give an insight in selected best practice projects.- In our main product, the best practice publication, we also included general recommendations for the implementation of the outreach approach and the use of ""easy language"".- For internal use we produced and regularly updated a dissemination and a quality plan, draft a project management handbook and a project agreement.The dissemination and implementation of our identified best practice examples in outreach educational guidance and low-threshold learning opportunities increase the possibility for more organisations and professionals to adopt these strategies in their services and therefore our target groups - those remote from education - profit from better access to learning opportunities and guidance/counselling.ActivitiesDesk research in 19 European countries to identify appropriate projects + assessment groups consisting of approx. 5 people active in the area of further education, who contributed to the evaluation of the project examples using an assessment matrix. Selection of 32 best practice projects from more than 100 identified projects. Writing portraits and collecting all projects in a professional publication.Towards the end of the project, each partner organised a public event and invited educational institutions, representatives of charities, those active in adult and further education, representatives of umbrella organisations, political decision-makers, representatives of the press, and everyone who is interested in the subject. Each event reached at least 30 people resulting in 200+ participants. During these events, the best practice approaches that were identified and developed were presented and the publication was distributed.Participating organisations:team training (coordinator), Germany: provider of adult education and social work, mainly for unemployedVytautas Magnus University, LithuaniaStichting De Regenboog Groep, The Netherlands: NGO committed to people with social problemsSuperact, United Kingdom: Community Interest Company with key areas in community development, health & wellbeing and employability & skills developmentPromidea, Italy: Social Cooperative of services for people at risk of marginalizationNorrköpings stadsmuseum, Sweden: historical museum run by the municipality of NorrköpingBFI Tirol Bildungs GmbH, Austria: vocational training institute"

ContextA broad range of participatory interventions and prevention activities has been developed to prevent nuisance among youngsters. Interventions, targeting adults however, are limited and mainly based on repressive and sanctionary acts, including arrests, restraining orders and fines. Less is known about inclusive strategies and adult learning opportunities, which provide daily structure and support to this specific group. Experience shows that strategies tackling wider economic and social exclusion such as education, training and employment (ETE) can play a vital role in the (re)integration and recovery of homeless people and other marginalised groups (Busch-Geertsema, Edgar, O’Sullivan, & Pleace, 2010). While many efforts are being made to create equal opportunity for all, in reality, disadvantaged groups face unequal opportunities on all different levels and certainly have less access to work and educational opportunities (Nicaise & NESSE, 2010). Future interventions should therefore reduce these barriers and develop an integrated and more inclusive approach, which create opportunities instead of restrictions. Objectives: The main objective of the project was to provide adult learning providers, service providers and local governments with tools and models of good practice, which contribute to the social inclusion and participation of alcohol- and drug users and reduce at the same time alcohol- and drug related nuisance in the public space. The Street Support Project was built on the idea that each person has the potential to learn and to do something meaningful. Adult learning, education, work and other activities, supporting social inclusion and participation can play a vital role in this context., More specifically the project aimed to: * Promote Best Practices and information exchange: * Develop, implement and validate cost-effective and sustainable practices:* Disseminate information, knowledge and results of the project on European and national level:Participating Organisations: The project consortium consisted of 6 organisations: De Regenboog Groep – main applicant of this project – offers a broad range of services, such as day and night shelters, drug consumption rooms, adult learning opportunities and work integration programmes, by particular focusing on homeless people and drug- and alcohol users. The organisation coordinates as well Correlation – European Network Social Inclusion & Health, with more than 180 members within Europe (www.correlation-net.org). This networking function will help to disseminate project activities and results to a broad number of relevant stakeholders. FEANTSA (European Federation of National Organisations working with the Homeless) is a network organisation and centre of expertise in the field of homelessness. Based on their expertise, their research capacities and their European networking role, they can play a vital role in collecting data and information, linking to relevant organisations in the field and disseminating relevant information. In addition, 4 other organisation participated in the project, all of them working for homeless people, alcohol- and drug users and other marginalised groups. They explicitly were interested to develop and implement innovative and inclusive strategies: – Fixpunkt (Berlin, Germany),– Společnost Podané ruce o.p.s. - SPR (Brno, Czech Republic),– Comité Ciudadano Anti Sida de la Comunidad Valenciana – CCASCV (Valencia, Spain)– Cork Simon Community – CSC (Cork, Ireland)Activities of the project: The project consortium * Carried out a European-wide assessment in the field of homelessness and alcohol- and drug related nuisance * Compiled country reports in 5 European countries (Germany, Netherlands, Czech Republic, Spain, Ireland) and one European Report, describing the situation in regard to homelessness and alcohol- and drug related nuisance * Developed a toolbox for service providers and local governments, including guidance and support for the development and implementation of inclusive interventions * Collected models of good practice within Europe to showcase effective inclusive strategies * Developed and implemented four local pilot interventions and validated them with the Self-Sufficiency Matrix (developed by the Municipal Health Service of Amsterdam and the City of Rotterdam) • Organised 4 national multiplier events to disseminate the activities and results of the project among relevant national stakeholders • Organised a European multiplier event to disseminate the outcomes of the project to a large number of European stakeholders and promote effective and inclusive strategies Results The project created impact and awareness at both the policy maker’s level and the service provider’s level. A broad range of stakeholders was informed about the activities and results of the project.

The SHARE 2 ACT project is aimed at enhancing the skills and competences of professionals working in the field of drugs and addictions through the exchange of best practices in prevention, treatment, social inclusion, harm reduction and other tools. The specific objectives of the project are: 1.To collect best practices related to work with people with problematic drug use and/or non-substance addictions, with a high degree of replicability. 2.To disseminate the best practices among professionals working with drug users and people with non-substance addictions at national, European and international levels.With the above in mind, our main target group are professionals from social organisations working in the field of drugs and addictions. The project will be secondarily targeted to professionals from public bodies as well as policy makers.Due to the characteristics of the partnership, we expect to reach out professionals from civil society organisations and public administrations outside the EU, mainly in Latin America, Russia, Asia and the Middle East. The main outcome of the project will be the publication of the Manual of Best Practices for Professionals Working with People with Problematic Consumption of Drugs and/or Addictions, which is intended to be a practical and useful document with at least 25 best practices with a practical approach and a methodology that assures the high quality and innovativeness of the practices. The S2A Manual will be online edited and will be disseminated in more than 1,000 organisations in Europe and Latin America, taking advantage of the networks of the partners. The S2A Manual will include best practices for both drug consumption and addictive behaviours. These best practices will comprise at least one the following topics on which intervention with people who are using drugs or have addictions are commonly based: a.Preventionb.Treatmentc.Social Inclusiond.Harm Reductione.Other(s): Training (Face-to-Face/Online), Counselling (Face-to-Face/Online), Advocacy, Development Cooperation, etc.Another important outcome is the SHARE 2 ACT Project’ Website, which will be the information hub of the project, as well as the repository for the S2A Manual and any other material from the project (leaflet, newsletters, etc). The S2A website will include information as well from the partners. Together with the website, a specific profile of the project will be created in Facebook and LinkedIn, to ensure a wider dissemination of the outcomes of the project. In order to achieve the set objectives, the project activities are designed in such a way that the specific results for the partnership organisations, the stakeholders, the final target groups and the society in general are fulfilled. The methodology proposed by the S2A project is its main innovative bid. In line with the recommendations of the World Health Organisation regarding good practice in intervention with drug-dependent persons and people with non-substance addictions, the S2A methodology will be guided by principles, objectives and procedures based on scientific evidence and on contrasted and agreed theoretical positions, which have yielded positive results in practice and demonstrated their effectiveness and usefulness in a specific context (WHO/PAHO).The consortium of the SHARE 2 ACT Project is made up of 5 organisations. It is leaded by the Ibero-American Network of NGOs Working in the Field of Drugs and Addictions (RIOD, Spain), networks such as FEDITO BXL (Belgium), Correlation (Netherlands) and Federación Enlace (Spain), together with the organisation Diogenis (Greece). The consortium has the capacity for advocacy and to politically influence public institutions that develop drug policies and other policies oriented towards the control and reduction of addictions, and on the other hand, to reach out to a large number of organisations both in their own countries and regions, that work directly with the final beneficiary population (drug users and people with addictions) and at the European and international level (mainly Latin America, Asia and the Middle East).

"Because of demographic developments of the aging population in almost all countries of the European Union, social and health structures are in an ongoing process of adapting adequate responses to this challenge. Dependency of psychoactive substances, however, still are associated with young people. Meanwhile, addiction is the 3rd frequent mental disease after depression and dementia e.g. in Germany (Kocs, 2007). A survey of the European Monitoring Centre of Drugs and Drug Addiction concludes: “It is evident that the total number and the proportion of older chronic, problematic drug users in Europe have increased significantly over the last decades. Older drug users are likely to suffer from the negative social consequences of decades of drug use. The available information suggests that specialised treatment and care programmes for older drug users are rare in Europe. Concerns have been voiced that current treatment and care services may be ill-equipped to respond adequately to the needs of older drug users and that certain specific services may be required (EMCDDA, 2010)."" A report of the Uniuversity of Applied Science, Frankfurt, states: “The increase of older drug addicts is increasingly important for assistance systems such as addiction and support services - staff of appropriate institutions notice the changes in the age structure of their clientele and face every day problems to refer older drug users to appropriate care and services.” The project 'Better Treatment for Aging Drug User' will build on the given evidence and knowledge base, collect data and will transfer the results into a practical learning curriculum for adult learners (for members of both drug and geriatric services) by linking research elements, education and capacity building and by contributing to a better policy / approach towards improved services for the aging population of drug users. It will provide adult trainers and organisations in the drug help system, in geriatric institutions and local governments with tools and models of good practice, which create adult learning opportunities for the establishment and improvement of services for aging drug user.The project has three overarching objectives and will carry out the following activities:1. Assessment of existing policies and services for aging drug users in Europe - Identify specific policies and methods targeting the needs of aging drug users; - Identify and collect best practice models for effective services for aging drug users (outpatient and inpatient); - Identify models of best practices for a good collaboration of drug and geriatric services. 2. Best Practices and training information development: - Develop a toolbox for service providers and local governments including guidance and support for the development and implementation of adult learning offers, targeting the establishment or improvement of services for aging drug users; - Develop a curriculum for adult learners, who are working with aging drug users. 3. Dissemination on national and European level: - Establish an online Resource Centre and dissemination platform; - Organise 5 national multiplier events to disseminate the activities and results of the project among relevant national stakeholders; - Organise a European summer school for adult learners, targeting the establishment or improvement of services for aging drug users.A well-balanced consortium of 7 main partners from 5 countries will address the subject with specific scientific, educational and practical experiences and backgrounds. In addition, 22 associated partners in partner countries, policy maker, educational institutions, social service provider and drug user representatives will be consulted and involved in the activities.As a result, the project will- strengthen local networking and cooperation in 5 European countries, by including social service providers, adult trainers, local governments and educational organisations, - provide local social service providers, adult trainers and local governments with tools, inclusive strategies and good practice examples to implement sustainable and effective interventions in the field of education and training, - provide higher educational institutions with research findings, tools and models of good practice, which will enable them to adapt their curricula for social workers and adult trainers accordingly.On long term, results of the project have the potential to- stimulate, boost and promote effective and inclusive strategies and adult learning opportunities in the field of education and training, - improve services targeted at aging drug user, - increase social inclusion and participation of aging drug user, - increase the number of marginalized groups in in education and training."