<< 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 >>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."

"<< Objectives >>The youth exchange «Young Entrepreneurship – Imagining the jobs of the future» addresses the topics of «Social Entrepreneurship» and «Cultural Expression» as well as «Labor Market Issues: Youth Unemployment». Entrepreneurship is the main theme of our project and it reflects the needs of multiple European and partner country societies since all of them, for different reasons, are facing social exclusion and unemployment of youth. It aims to develop creative drive, a sense of opportunity and initiative, as well as useful tools in order to create a frame and a mindset suitable for Youth unemployment is increasing and most of us already went through dozens of articles and did hundreds of applications with the same negative results. We daily believe that we are not good enough, while in reality a lot of sectors are missing out on highly qualified people. To solve these challenges the Youth Exchange ""Expanding Professional Routes"" will bring solutions to the table.The main aim is to raising young people's self-esteem, while guiding them towards alternative paths, which include financed opportunities that are inclusive and vary from volunteering, entrepreneurship programs at national to international levels and internships with fair pay. These opportunities allow youngsters to improve soft and hard skills to later integrate the jobs market, which is directly related to the Erasmus+ goal to increase employability chances and improve career prospects. The project is designed and implemented by young people who faced the challenges of not finding a job after university and who felt the need to search alternative solutions that changed their life path and now they feel the need to share those with other young people. The main goal of ""Expanding Professional Routes"" is to empower young people to think outside the box and analyse the alternative opportunities, while exploring strengths and goals, in order to design a roadmap to be implement in each one's professional life.When we debate labour market issues, we have to tackle the challenge of unpaid internships that represent a violation of the SDG 8.5 “equal pay for equal work” which maintains the elitism in certain sectors, while killing the diversity. The group will develop critical thinking to understand this tendency and the importance of joining forces to advocate against common problems, generating a pan-european solution and creating impact for our and future generations, based on European values.<< Activities >>""Expanding Professional Routes"" aims to have a real impact in each person taking part in the Youth Exchange. A group of 16 participants will be accompanied by 4 team leaders who will support the vocational guidance of each one, in order to fully support the group's journey. This group is coming from Portugal, Greece, The Republic of North Macedonia and Croatia to meet in Abrantes, Portugal, where we will define, discover, dream, design and deliver the life we want to achieve, by using multiple methods based in non-formal education.1. ""Define"" - In our home countries we will work together through online meetings to define goals, expectations, commitments and understand what we want to achieve during the Youth Exchange.2. Discover - We will start with a journey of self-discovery to explore what is laying behind our fears, find our strengths and break stereotypes. This will be followed by a game to discover the multiple professional paths available and finally learn from others experiences during a ""Living Library Lunch"" with multiple guests who will share their stories and inspire the group to step outside their comfort zone. 3. Dream: A full day emerged in ""What if...?"" questions, where we will consider possible scenarios using the theatre of the oppressed and everyone will be invited to attend the ""Experimental Dinner"". During this dinner, everyone will immerse in the profession and person they want to be.4. Design: At this stage we will understand the path we have to follow to achieve our goals. Everyone will create their ""Roadmap"" and we will design employability tools to start the application process for opportunities shared.5. Deliver: This step will start during the Youth Exchange and be completed in multiple stages back home. Each mentor will support and the sending organisations will support the participants' journey to guarantee their integration process.<< Impact >>""Expanding Professional Routes"" will have impact on participants, by allowing them to acquire multiple tools to use in their daily lives to evaluate their process, from ""My City"" to ""Roadmap"" and use the mobility opportunities in their professional path, until they feel confidents, have skills and enough knowledge to finally integrate the jobs market.The impact of ""Expanding Professional Routes"" will not be exclusive to the participants of the project, since one of the main aims is to take the results further and create impact on a larger amount of young people who face the same challenges. The results will consist in adaptation of the Youth Cluster platform with the information regarding the alternative financed volunteer programmes, national and international internships and other mobility opportunities available in each participating country. This tool will be shared with schools, universities and associations in the dissemination stage, where participants and associations will carry out multiple activities."