"<< Background >>Two of the participating organisations have been working for several years in the field of socio-professional integration and education and training for vulnerable groups, but also in actions based on non-violent communication and the theatre of the oppressed. They have developed innovative actions around the pathways of the people they support: coaching, collective workshops, work in partnership with professionals and emancipation of the public, particularly during an ERASMUS KA204 project around the increase in skills in the field of catering, training and emancipation of vulnerable people. Today, regarding the diagnosis carried out with the target groups who participated in this innovative workshops and pathway, they want to go further and develop new practices. Thus, self-knowledge, interaction with others, are all axes that seem essential in empowerment and emancipation processes. Three of the partners in this project use forum theatre and NVC in areas such as education, prevention, rehabilitation, interpersonal, social and civic skills development, prevention of discrimination and exclusion, as well as creating links within local communities. What we have noticed : adult people in integration often shows a lack of self-confidence which is reflected particularly by difficulties in communication at work or in social relationships, either because of shyness and a poor self-image, or because of fear of hurting or offending other, or by questioning the legitimacy of taking the floor, or the use of aggressive tone to protect itself. These situations of poor communication lead to a negative spiral (clashes that should not have happened or withdrawal into oneself, coupled with both a feeling of discomfort and frustration), which contribute to reinforce negative self-perceptions and hinder social and professional inclusion (by limiting the ability to speak out, by encouraging self-censorship and withdrawal). The objective of the ERASMUS project that we want to develop is to create tools to support this target audience towards a better self-confidence and to master oral exchanges in the interpersonal, social and professional context. To do this, we want to develop innovative tools for the integration or training of adults around different axes: 1) To enable the target audience to discover new communication methods, such as the non-violent communication method (NVC), to help them to acquire a better self-confidence in their professional lives. 2) To ensure that these new methods are put into practice on a daily basis, and to develop application tools such as forum theatre. To deepen and reuse in one's personal or professional life according to the pathway 3) to sensibilise and train learners and trainers to the methods and to their dissemination to the target audience 4) To develop these methods and approaches developed to training and/or support organisations for these groups in our various European countries. From our point of view, opening up non-violent communication to everyone is part of an ecological approach which is good for people and for the planet.<< Objectives >>In this project, we would like to achieve positive and sustainable impacts on our participating organisations by integrating the good practices developed by our partnership, more equity for adults facing social and economic obstacles, putting forward the conditions allowing them a more active participation into society. Through this project, we would like to participate in sustainable development actions by allowing the target groups, but also the trainers and coaches, in a social mix approach, to increase non-formal and informal skills. According to the Council conclusions of November, 19th, 2010 on education for sustainable development ""The EU Sustainable Development Strategy [...] offers a long-term vision of sustainable development in which economic growth, social cohesion and environmental protection go hand in hand, and highlights the crucial role of education in promoting behavioural change and providing all citizens with the essential skills needed to achieve sustainable development - helping people to build harmonious relationships in their work, social and personal lives. "" In particular, the project will enable the target groups to become aware that formal and informal skills can be translated into assets to be valued in a personal and professional trajectory. The project is also innovative for us because today adults have had little access to training in emotional education. The educational system applied in Europe during the last decades has given priority to the curricular part. It seems to us that the orientation towards emotional and personal aspects, as well as interpersonal and intrapersonal communication, is an extremely important axis in emancipation. This project is a good opportunity for those generations, who have had little access to emotional education, to learn and improve the knowledge and management of their own emotions and those of their environment. Our project aims at the scale of our European countries to : - Develop new skills (communication techniques) and interpersonal skills linked to the knowledge of one's feelings and emotions and authenticity in exchanges. -Reinforce the quality of adult education and allow for sustainable achievements through the learning and mastery of benevolent communication on a daily basis. This one becomes a key skill for a good integration in social life. -To develop the learning of these practices among trainers and coaches in the field of adult education - to allow their dissemination and appropriation to the target groups of the application and to future groups thanks to the trainers and coaches trained. To reinforce the social emancipation of the target groups, through a process that integrates the progressive awareness of one's social position, the development of self-esteem, self-confidence and finally the verbalisation and communication, the positioning of one's action in a wider social universe: the importance of the collective. Then, the production of a political content and transformation of the initial situation: social power. – to develop positive impacts in educational relationships with children (spreading the seeds of NVC to the youngest), thus a possible transformation of society in the longer term, more conducive to cordial exchanges. -To make the public fully involved in their change. - To spread the approach and the tools created to reach more participants at local, national and European level.<< Implementation >>We will realise learning and training activities based on Forum Theatre and NVC. This activity will be led by Giollicoop and it will take the form of workshops in Italy. It will be aimed at trainers and coaches of the structures, in order to help them to implement the approach and to appropriate it, but it also will be intended for a panel of voluntary target audiences, in order to allow them to understand the Forum Theatre, the methods, its objectives and to disseminate it to their peers. This activity will take place from May, 2022 and will allow the process to start with the public from September 2022. The duration will be over 4 days, in the form of group work and workshops led by GIOLLICOOP staff. It will provide the basic learning necessary to start the next steps. We will also carry out activities to produce results that can be disseminated to training, integration and adult education structures in our various partner countries. To ensure that the conditions for this spin-off are met, we will develop the following activities: 1) The creation of a collective logbook, a support for communication, for future dissemination, but above all a support to start working on communication through the written word. This activity will be realised in Spain, France and Poland, the three countries that will carry out the project with people with social barriers. The activity will start in January 2022 with the preparation of the tool and the approach. It will be carried out in a concrete way with the trainers and the public from September 2022. This activity will led by Le comptoir des Colibris.The first step of the work will consist in the preparation of the implementation, then the redaction of the journal by the participants in Spain, Poland and France. 2) The production of a methodological guide for adult education organisations which want to develop this approach in their own companies. It will be fed into the guide as the tests go along. We will start to prepare it in April 2022. It will be written as the IO3 activities go along and will provide some of the necessary results. 3) Adapt, realise and test the NVC/Forum Theatre approach with vulnerable target groups and create means to carry out these actions through common tools, such as the presentation of this approach, the common commitment, the operating charter, etc. Here again, the preparation will take place from January 2021 but the concrete start will be in September 2022 by small groups of 7 to 8 people. The duration of the activities should be spread over two months in the three test countries, and be repeated a second time in February 2023. 4) The creation of a scenic and cultural module dedicated and adapted to the project. This project will be carried out by Stop KLATKA and will be used during the testings in September 2022 and February 2023. It will be then finalised for distribution with this process. We plan to hold four transnational meetings for the implementation of this project, which will bring together the whole partnership. The aim of these meetings will be to coordinate, communicate and review the progress of our various activities, monitor the timing, take decisions and divide up the tasks. One of the activities will be more dedicated to the question of the quality of this project as it progresses: realization of a quality plan and implementation of the evaluation as the project progresses. An activity will be dedicated to the dissemination of the project throughout the duration of the application, but also during the dissemination events that we plan at the end of the project in our 5 partner organisations. Finally, one of the activities will be dedicated to the administrative and financial management and follow-up of this project<< Results >>We plan four outputs for this project: 1) The production of a collective logbook, a support for communication, for future dissemination, but above all a support for a first written communication. The goal of this one will be to become aware of the non-formal and informal skills acquired during the process, but also to evaluate and adapt the finalized process. It will also be used to distance oneself from the process, to make the evolutions and the skills acquired during the learning process and the workshops visible. The results of this journal in terms of impact are: a better transferability of the approach through the interest of reading the situations experienced. Isn't it often said that to arouse the interest you have to tell the stories you have experienced? But also a greater self-confidence and self-esteem of the target audience through the awareness of its formal and informal skills, but also through the interest that this production will not fail to arouse. Finally, it will be a start of the communication process. One of the desired impacts is also to generate interest in writing, analysing situations and actions and transcribing them. 2) The production of a methodological guide for adult education organisations which want to develop this approach in their own structures. It aims to strengthen the knowledge of both future structures and audiences. It also aims to disseminate and spread the approach. It also has a multiplier effect on the number of people who will benefit from this activity following the project since it is the key tool that will allow others to carry out our approach. 3) To set up and test the approach in 3 countries of the partnership with vulnerable target groups and to create the means to achieve these actions through common tools, such as the presentation of the approach, the common commitment, the operating charter, etc... The expected effect is to be able to concretely achieve the implementation of the approach, to involve the target groups of trainers and participants, but also to evaluate whether the expected impacts are achieved. The adjustments resulting from this work will make it possible to produce a disseminable module which, together with the methodological guide, will enable other European adult education structures to carry out this work and thus disseminate it to a larger number of participants. 4) The creation of a scenic and cultural module dedicated and adapted to the project. The impact is to be able to concretely integrate the forum theatre technique, to measure the effects. On the other hand, the situations will be based on concrete conflict situations experienced by the participants. These will be studied according to a classic response mode and according to a response mode derived from NVC. The effects will be measured with the participants, which will allow us to appropriate the approach and its effects and to make them aware of them. And finally used in the daily life of the target audience. The staging will be one of the means to achieve this."

WAVE (Workshops+Awareness+Values+Engagement) is a 2,5 year educational project that aims to create a new method of guidance counselling and career decision making for European students and NEET youth, based on creative and participatory group work that anchors decisions about school and work on a community-based and collective dialogue about how to contribute to meaningful and sustainable future(s). When young people are faced with uncertainty about the future (questions about the environment, economy, society) and their role in it, and the compulsion to make potentially life-altering choices (school- or careerwise) simultaneously, tremendous pressure and isolation looms over them. This may lead to misinformed, desperate, unsure decisions, or worse, neglect and denial in making a decision – leaving a young person stagnated and not knowing how to realize itself academically or professionally, and meaningfully contributing to the cohesion and prosperity of the society it is part of. TILLT AB, STOP-KLATKA, and Teatro Prova have many years of experience working with drama therapy as a form of alternative/popular education, young people as target groups, and socially-engaged projects in which artistic methods and exercises are used to inspire and empower individuals to create innovative approaches to longlasting social problems. The partnership has the objective of developing an innovative guidance counselling method, to better equip guidance counsellors to work more innovatively and with groups; to support students’ choices, leading to better academic performance, wellbeing and employment; to contribute to a more innovative and well-functioning school system and school-to-work transition process across Europe. WAVE engages 300 students/youth as active participants of the method development, of which 9 become ambassadors of the project (receiving a Youthpass certificate) and joining transnational training events, as well as inform 125 educational staff (guidance counsellors, teachers, parents, youth workers, civil servants) about the method. After a period of preparation, partners will work directly with target groups (young people and guidance counsellors) to develop the method via workshop series, including transnational training activities for 9 young participants, and later turn the method into an interactive e-book, that will then be presented in 3 national seminars and 1 final conference. The main result of the project is the method itself, both the know-how and working process developed by partners, as well as an e-book that can inform and educate others on how to work with the method. The method will empower 300 students/youth to make choices in dialogue with peers instead of in isolation, and equip 125 educational staff to work with the method or develop it further if required. Furthermore, 9 students/youth showing special interest in the method and or studies/career in education will develop specific skills for that purpose in an international setting. The long term benefits of the project are improved provision of information/career guidance by schools and educational staff, that facilitates transitions between different levels and types of education and training, as well as between education/training and the world of work, in a way that tackles skills gaps, and answers young citizen’s own formulations of their desired/sustainable future.

<< Objectives >>TIDES is a consortium of three NGOs working with different theatre approaches, which impactfully engage young audiences. A Training Programme and related Curricula are created for young artists. TIDES strengthens young artists' employability and entrepreneurship by sharing innovative practices with them, supporting their resilience, and encouraging them to develop their authentic ways of expression and interaction with their participants, including young people who are typically disengaged.<< Implementation >>We will carry out 3 international training courses with the participation of 12 young artists from 3 different countries. During the TC participants will work out their own Art Interactions, which they will test with the local young public. Local events will be carried out in the 3 countries after the TCs. Kick-off and evaluation meetings will help the staff to take care of management aspects of the project for the successful and effective realization.<< Results >>As a result of TIDES at least 12 young European artists will feel more equipped and inspired to design interactive art events for young people, involving those with fewer opportunities. We expect that participants will develop their skills, competences through a year of collaboration and exchange. We expect that the three organizations will strengthen their positions in the international field and will be able to continue collaboration. The designed Curricula will be further exploited.

CONTEXTThe current project is created and devised by non-governmental organizations of Central-Eastern Europe and the UK, all of which have long lasting experience in applying drama and theatre methods for educational contexts. We wish to collaborate and share our know-how with each other in order to develop intellectual outputs that support teachers and teachers’ communities to increase their subjective psychological well-being, affecting motivation and effectivity of the learning process of the individual, with a special focus on the prevention of drop out and early school leaving . We believe that European values can be best transmitted in institutions, towards which its’ members have positive feelings. NEEDSResearch shows that early school leaving is associated with a range of physical health and mental health outcomes. Children and young people with a higher level of school connectedness are less likely to abuse substances, engage combined with high peer connectedness is associated with higher risks of substance or mental health problems, and those students with both low school and low peer connectedness are at an elevated risk of substance and mental health problems and are also more likely to leave school early. Higher level of school connectedness is possible to reach through increasing positive feelings connected to the school, in which the pedagogue and the team of pedagogues of the school play key role. Teachers and educators in Central Europe are overburdened of tasks and burocratic procedures, while they get very few support on engaging methods for reaching higher level of school connectedness. TARGET GROUPSassociate partner schools teachers (15-35 participants/partner)associate partner schools students (direct impact: 120 students, indirect impact: 500 students/partner)associate partner schools decision makersdrama and theatre in education professionals nationally, regionally, internationallyteachers, educators, education professionals, education supporter institutions and organizationseducational policy makersGENERAL OBJECTIVES:to develop modules and structuring them a curricula for teachers training with long lasting impact on the involvement of students in their own learning process, using drama and theatre in education techniques, which are proven to be effective in the matter.to provide guidance and support for teachers to adapt to the challenges of the outdated education systems, still growing positive feelings and high connectedness to the schoolto widen, improve and innovate drama and theatre in education methods for teachers and adults, finding out ways how it serves best the support of education and learning for both learners and teachersto impact the attitude of teachers and schools about the importance of collaborative methods, divergent thinking and emotional involvement in learning, providing them tools of HOW to awaken curiosity for personal growth in students TRANSNATIONAL ASPECT:The field of theatre and drama in education as we work with the method is quite small Europe and worldwide. There are not many companies using drama for experiential learning and embedded in Educational Programmes. By designing this project we are forming a network of European organizations working similarly. We could not gain the same result only working nationally, without the international partners, the competence for the achievements of the goals lies in the current partnership.Partners have experience of different length and depth of tackling early school leaving, and working with teachers’ groups, which they can exchange through the project, enrichening their own practice and innovating methods.Partners work slightly differently applying drama and theatre in education methods and addressing social problems. Big Brum has the most long lasting experience, while Nyitott Kör is able to employ a company of 5 actor-teachers plus support staff to tour 14 different TiE programs parallel to each other. Luzanky and Stop Klatka work more with educational drama and forum theatre methods to address issues and plan programs based on needs of the schools, which is not a practice in Big Brum’s and Nyitott Kör’s works.