"-The context of the RECTEC project is that of Europe where deep and rapidly changing technological mutations and important economic and political migration movements are combined. Faced with these changes, inclusion is more than ever at the heart of employment policies where the recognition of transversal skills is a major challenge. In parallel, an observation dominates on the field of insertion. If the will to recognize the competences of the populations is unanimously shared, the methodological entries, the tools of measurement and evaluation, their links with the engineering of courses remain them, often eclectic and little formalized. There is also a multitude of repositories, grids, devices ""key skills"" and ""basic"" not consensual and extremely confusing.Faced with the challenge of inclusion, one of the levers identified by the European Union concerns the validation of non-formal and informal training according to rigorous modalities, which it wishes its Member States to adopt. At the Erasmus + international conference, held in Brussels in October 2015, the importance of linking skills recognition and employability, especially for the low-skilled, is reiterated. Also the European Qualifications Framework is the tool to refer to in order to determine the skills of individuals in relation to certification levels.-The objectives corresponding to the 3 phases of the project are as follows: • Develop a common repository of cross-curricular competencies, based on the benchmarks used by the partners, graduated and calibrated by level of proficiency. Progress stages are mapped to the European Qualifications Framework• Formalize various assessment approaches according to differentiated uses - employability, orientation, access to certifications, training.• Build a practical guide for using the repository, which takes into account the different assessment procedures, based on the devices, their aims and engineering, and the observations and gains resulting from the experiments.• Organize a dissemination symposium of all the works in which all the representatives of the actors involved in the training and integration of the 3 countries represented in the project are invited.-Number and profile of participating organizationsThe group is composed of varied and complementary actors; Institutional, academic and operational to meet all the requirements for innovation and dissemination inherent in the strategic projects of which RECTEC is a part. In addition, in response to the expected equity and specified in the specifications, there are 3 organizations for each of the countries represented in the project:• France: CAFOC of Nantes, ID6 educational structure, GIP FCIP of the Academy of Versailles• Luxembourg: University of Luxembourg, 4motion, educational structure BRAINIACT, educational structure (now DE RESO in the course of the project)• Belgium: Competence Validation Consortium, AID - Integrated Development Actions, Integration Enterprises (Work Training), Alterform, Insertion (AID network member)-Description of the main activities implementedThese activities in connection with the objectives mentioned above and the commitments made as of the writing of the application in terms of types of intellectual productions, quality and time are as follows and will be specified during this final report:• Implementation and project management• Transnational meetings• Intellectual productions• Dissemination event• English translation of the guide-The results and impacts achieved are beyond those expected. Indeed this project met a real echo, especially in France. A study published by Pôle Emploi reflects the skills expected by employers. In addition to training and professional experience, recruiters are looking for candidates with skills and qualities, referred to as cross-cutting. Moreover, the technological changes and the unprecedented speed with which trades and companies are evolving make it necessary to transform the vocational training system and a paradigm shift accelerating employability, to which the competency-based approach and RECTEC are in fact contributing.Concretely the number of experimental grounds, the type of structures, devices and purposes were much higher and varied than expected.It also appeared that RECTEC is a relevant approach to mobility in the civil service, the employed and whose qualification is below level 4 of the CEC. Finally, a particular enthusiasm was observed to participate in the symposium which brought together more than 200 persons as guests."

CIMULACT has as a main objective to add to the relevance and accountability of European research and innovation – Horizon 2020 as well as national - by engaging citizens and stakeholders in co-creation of research agendas based on real and validated societal visions, needs and demands. The project will expand the outlook and debate on STI issues, increase scientific literacy in a broad sense, which includes the understanding of the societal role of Science, Technology and innovation (STI), and create shared understanding between scientific stakeholders, policy-makers and citizens. This multi-actor approach will embrace EU28 plus Norway and Switzerland. The CIMULTACT builds on the principle/conviction that the collective intelligence of society gives Europe a competitive advantage, which may be activated to strengthen the relevance of the European science and technology system. By establishing genuine dialogue between citizens, stakeholders, scientists, and policymakers visions and scenarios for the desirable futures will be developed and debated, and transformed into recommendations and suggestions for research and innovation policies and topics. In short, CIMULACT will ● Create vision and scenarios that connect societal needs with future expected advances in Science and their impact on technology, society, environment etc. in connection to the grand challenges ● Provide concrete input to Horizon 2020 through recommendations and policy options for R&I and simulated calls for the Horizon2020 Work Programmes. ● Engage citizens and stakeholders in a highly participatory debate/consultation/process on scenarios for desirable sustainable futures and research ● Build capacities in citizen and multi-actor engagement in R&I through development, experimentation, training and assessment of methods for engagement ● Facilitate dialogue and shared understanding between policymakers, citizens, and stakeholders ● Reveal the relative merits of the citizen focussed consultations

"""Cultivating capacities for quality peer training"" was a project designed by the European Peer Training Organisation (EPTO) in order to mainstream a quality strategy in peer education. It aimed more specifically to:- Foster and monitor the quality of peer education in materials and trainings;- Strengthen the impact of existing peer training programs;- Use quality and promote peer training to deal with new topics and tackle more issues than in the past (covering a broader scope than anti discrimination);- Support EPTO's peer trainers and new trainees in their lifetime personal and professional development;- Advocate for the quality of peer education projects in Europe;- Position EPTO as the European leader of quality peer education.To achieve these objectives, EPTO and its partners implemented 4 activities:1) A ‘Quality peer training against discrimination’, a 5-day thematic training for 17 participants that took place in Carne, Ireland, on peer training against discrimination. It focused on 3 main aspects: peer education, confronting discrimination and taking social action. The aims were to improve the quality and strengthen the social impact of peer education methods against discrimination by updating and improving EPTO's educational methods on «confronting prejudice and discrimination” and “social action” and offering opportunities to young leaders/workers to better tackle discrimination and create social change through their projects on local level. The participants in this activity were trainers and social workers from the youth sector who wanted to explore further and acquire more skills in anti-discrimination and social action. 2) A ‘Quality peer training for well-being’, a 5-day pilot training based on the “Learning for Well-being” (L4WB) framework and “risk and lifestyle education” for 17 participants that took place in Carne, Ireland. The aims of this training was to promote peer training as a means to favour the well-being of all underpinned by the principles of peer education and experiential learning. The programme drew inspiration from three important bodies of work: (a) the Learning for Well-being framework and core capacities ; (b) Risflecting approach to risk pedagogy; and the methodology of Sensory Labyrinth Theatre.The participants in this activity were youth workers active in the areas of well-being, health, sports, drugs and alcohol addiction, etc. 3) A Peer Forum dedicated to “Quality in peer education”, a 4-day seminar held in Budapest, Hungary, with 26 participants, 6 trainers and 4 members of EPTO team. The aim of the seminar was to cultivate the capacity of project leaders to design and implement quality peer education in their own environment. The seminar was dedicated to coaching and supporting youth and youth workers in the implementation and development of their own peer education project.The participants’ profile was, on one hand, youngsters who had taken part in the ‘Quality peer trainings’ and on the other hand, youth representatives from youth-serving organisations doing or wanting to do peer education projects.4) A ‘Peers-to-professionals’, a 4-day training that took place in Brussels, Belgium for 20 participants. The training was defined as a revised, quality oriented version of an EPTO training enabling peer trainers to develop professional training skills within and beyond EPTO network. The training was aiming at upgrading participants' learning and pedagogical knowledge, at discovering one's potential and developing training capacities as well as at increasing participants’ skills as a trainer. The participants were existing peer trainers who had attended a 7-day 'Train-the-Trainer' training in the past, delivered either by EPTO itself or by one of EPTO's member organisations.The project fostered the development of participants' leadership and ability to implement local peer education projects tackling various issues. By experimenting peer education activities on different topics, they enlarged their ""toolbox"" and developed new skills to take action in their daily environments. The impact at the local level was thus the creation of a snowball effect through participants, partner organisations and their respective spheres of influence (target groups, stakeholders, other partners, etc.) in different regions / countries, covering various topics, namely diversity and anti-discrimination, well-being and risk education, peer education as such and professional peer training.Regarding the national and European levels, the project demonstrated the capacity of EPTO to train quality trainers, to expand its network of professional trainers and to gain credibility towards other organisations using peer education and/or working in the youth sector."

"For 20 years, the European Peer Training Organisation, of which 4motion is a member, has been very active in the field of anti-discrimination education, ceaselessly building capacities for peer trainers and youth organisations to tackle prejudice and exclusion in their own environments. EPTO members have developed and integrated a lot of effective peer-to-peer approaches targeting young people. They address themes such as social inclusion, diversity, religious dialogue, access to information, participation and lifelong learning. For the European wide dissemination of these achievements, every year, members join forces, present their results and exchange good practices in the field with other members and youth organizations/youth workers outside the network. In this way we try to contribute to the prevention of discrimination and extremism of all kind by unleashing the impactful potential of peer training. Our goal is to continue these efforts in 2018, via 2 major European events: the annual EPTO Event for Members and the European Peer Forum 2018. Our objectives are to: O1. build capacities of youth organisations and youth workers from at least 12 European countries to implement peer-to-peer approaches that promote diversity, intercultural and inter-religious dialogue and tolerance O2. design common strategies to support peer learning at local level, including face-to-face and online opportunities O3. stimulate peer learning between organisations on critical issues related to their work in the fields of diversity, intercultural and inter-religious dialogue and tolerance The two events will involve more than 30 youth workers each, from Italy, Romania, Portugal, Belgium, Netherlands, Luxembourg, Estonia, Hungary, Albania, FYROM, Armenia and Ireland. The participants will develop the competencies that their NGOs need to offer better educational programmes for promoting inclusion and tackling all forms of discrimination and extremism. By experimenting peer education activities on different topics, participants will enlarge their ""toolbox"" of methods for working in favour of young people and develop new skills to take action in their daily environments. By integrating good practices and new methods related to quality in peer education into their daily work, partners will create a more professional and modern environment inside the organisation and their staff will be more motivated. The European dimension of the training will foster networking and the creation of new partnerships between the participating organisations. Overall we can say that by increasing the effectiveness of the organisations' work in terms of creating a more inclusive environment, the project will have a positive impact on the ones with which they address, stimulating their well-being."

<< Background >>BACKGROUNDIn 2013, the WHO published a study which made the alarming observation that STIs, unwanted pregnancies and sexual violence are on the rise among young European. In 2014, an FRA study corroborates this finding: it estimates that one in three European women has experienced some form of physical and/or sexual violence since the age of 15. The fight against violence towards women, sexual and gender minorities is therefore, more than ever, a European issue. However, sexual and emotional education is still not sufficient, and is often carried out by people who are not trained or by associations not paid enough. Even if the teaching tools and methods have now evolved, many people have received a sexual and emotional education that consisted solely on preventing the negative aspects of sexuality and almost never on learning healthier behaviours. The distribution of sexual and emotional education sessions in schools is not equal and people who are not or no longer in school are hardly reached by this education.Currently, sexual and emotional education struggles to address diversity issues: in a survey conducted in partner countries, the vast majority of respondents said that the sexual and emotional education they received in schools did not take into account gender, sexual orientation, religion or background. Human sexuality - as it is deeply connected to the body and its biological functions - is often considered universal. However, the different elements of sexuality - such as gender, desire, sexual practices or areas considered erotic - are deeply determined by culture. We want to take this cultural dimension into account in sexual and emotional education in order to make it more inclusive and speak to more people.Indeed, more and more professionals have to deal with these issues with audiences whose social or cultural codes they do not master. However, they do not have the appropriate resources or methodologies to turn this diversity into an asset. This can lead to distress for both the professionals and the young people they work with. We want to create a methodology that starts from the specific needs of the people involved so that sexual and emotional education speaks to them fully and that professionals feel better equipped.<< Objectives >>- Develop innovative, creative, participative and playful sexual and emotional education tools;- - Promote the emancipation and fulfilment of young adults in their sexual and affective life, whatever their social identity;- Take into account cultural differences in sexual and emotional education;- Raise awareness on stereotypes, prejudices and discrimination in the field of sexuality in order to prevent violence;- Equip professionals to respond to the challenges linked to sexual and emotional education in an intercultural context.<< Implementation >>Concerning the management of the project:- 5 international meetings are planned, 3 of which are face-to-face;- Project monitoring and risk management evaluations are planned every three months.Concerning training between partners:- We will have two international meetings to exchange practices between partners.Concerning the project results:R1/ Guidebook: responding to the intercultural challenges of professionals in the field of sexual and emotional education.Date: March 2022 - March 2023Related activities: 4 bilateral meetings with professionals, 2 round tables organised, 1 dissemination event. All organised by each partner.R2/ Toolkit: sexuality, stereotypes, prejudice and discriminationDate: June 2022 - October 2023Related activities: 1 focus group of 4 hours with 10 young people. Two 18-hour pilot workshop sessions with 10 young people and 10 professionals. All organised by each partner.R3 / Toolkit: promoting positive sexuality and diversity through audiovisual practiceDate: Sept. 2023 - July. 2024Related activities: 30h co-construction workshop with 10 young adults, one dissemination event related to output 2. All in each country.R4 / Training course for youth professionals: sexuality and interculturalityDate: Nov. 2023 - July. 2024Related activities: 30h co-construction workshop with 10 professionals, one international dissemination event.<< Results >>R1/ Guide: responding to the intercultural challenges of professionals in the field of sexual and emotional education.Aims: to address the challenges professionals face when dealing with issues related to sexual and emotional education in an intercultural context; to provide keys to a more secure and inclusive professional posture.Outcome: 2 national podcasts per partner (10 in total), 1 international guide of 50 pages (FR, EN, LU).R2/ Toolkit: sexuality, stereotypes, prejudice and discriminationAims: to bring audiences to a better understanding of stereotypes, prejudices and discriminationand how these impact on sexual and emotional life.Outcome: A toolkit available in 3 languages (FR, EN, LU) containing step-by-step activities and 3 differenttraining pathways.R3 / Toolkit: promoting positive sexuality and diversity through audiovisual practiceDate: Sept. 2023 - July. 2024Aims: To promote sexual positivity and diversity through training but also through the creation of audiovisual content (podcasts and videos).Outcome: A toolkit available in 3 languages (FR, EN, LU) containing step-by-step activities and 1training course. Podcasts or videos produced by young people in collaboration with audiovisual professionals.R4 / Training course for youth professionals: sexuality and interculturalityDate: Nov. 2023 - July. 2024Aims: to equip professionals to deliver intercultural sexual and emotional education; to provide them with activities; to enable them to adjust their postures; to prepare them through role-playing using Forum Theatre.Outcome: a training curriculum containing step-by-step activities and its course.