"This project aims to bring together 30 trustees , directors, project managers, youth workers and young people who are responsible for, or have a desire to develop, organise and raise funds for projects that benefit young people. We particularly wish to attract participants that work with hard to reach youth or young people facing difficulties that include, seclusion, racisms, poverty, lack of opportunities and various forms of discrimination and being categorised as NEET (not in employment, education or training). The project was developed through Youth in Action partnership building projects and also as a result of observations at previous YIA events. It was noted that when given the choice. fundraising was always top of the list in terms of subjects delegates wished to discuss and gain a better understanding of. This would be both general fundraising issues and EU funding opportunitiesThe project will enable organisations to be better equipped to gain match funding and sustainable funding for their organisations and projects. This will better enable them to continue and further develop their work in supporting the development of the young people they work with in the long term and when any short term or project funding ceases. The project will strengthen the management of organisations and increase and impart new skills to participating individuals and those they work with.Participants will learn how to build an effective fundraising team, how to prepare a workable fundraising strategy, how to use & develop diverse methods of fundraising, where to look for funds, how to exploit their own fundraising potential, how to target potential donors and generally how to become a better fundraiser as well as becoming an organisation truly attractive and fit for funding.Participants see examples of good projects, learn about preparing and managing budgets, learn about identifying and quantifying outputs and outcomes and how to deal with the ethics of fundraising.Participants will specifically learn about Erasmus Plus, putting an Erasmus+ fundraising proposals together and having a successful Erasmus+ project from proposal to final report. They will also learn about other European funding opportunities and hear directly from people involved in funded projects. This will also be part of stimulating, encouraging and facilitating the building of real and active collaboration and partnerships for future Erasmusprojects.The project will enable participants to share experiences, recognise ""best practice"" and to formulate potential partnerships.Participants will learn about a variety of fundraising and management techniques, team building, self-analysis and developing a corporate and fundraising profile.The project will also seek to showcase and disseminate a number of modules and informal learning techniques and exercises that can be simulated in frontline youth projects as well as other training courses."

The idea behind the Youth Empowerment program was born in the exchange/sharing of information and needs identified by our network of partners. This network believes that young people are an important and fundamental group that constitutes our society, capable of changing and influencing the attitudes and behaviors of their peers, but also, in children and adults. Aware of the importance of young people in our society, it is clear that there must be a stake in this group, enabling them to make better decisions that bring about sustainable and positive changes in their lives, but also for the people from their communities. This type of training becomes even more important in young people with fewer opportunities and young NEETs (they are not studying, working or attending any type of training). Another need identified by our partners' network is the training of youth workers, workers with tools and methodologies that are effective in encouraging young people to participate in civic engagement and prepare them for the increasingly competitive labor market.The Youth Empowerment program aimed to address the shortcomings listed above and, for this to happen, 4 activities were carried out, 1 KM (Kickoff Meeting), 1 TC (Training Course), 1 YE (Youth Exchange) for participants from 18 to 25 years old and 1 EM (Evaluation meeting). During these 4 activities, it was possible to allow mobility for around 79 people, from young people, youth workers, volunteers and coordinators of partner organizations and policy makers from Portugal, Spain, France, Italy and Romania.Youth Empowerment’s general objectives were: - Strengthen the network of partners who work with young people daily and use methodologies to empower them to participate actively in their organizations and community; - Promote the Erasmus + Program and show is capital value as an important tool of inclusion for young NEETs and with fewer opportunities; - Discuss the role of youth organizations in the social, personal and professional development of young people; - Encourage intercultural learning through non-formal education.Through KM, TC, YE and EM we had as main objectives: - Compare the different methodologies that partner organizations use to empower their young people, especially those with fewer opportunities and NEET; - Introduce non-formal education as an effective tool to empower young people; - Inspire partner organizations to establish partnerships under Erasmus + in order to work towards social inclusion and youth empowerment. - Train partner organizations, youth workers and volunteers with methodologies that allow the inclusion and empowerment of young people with fewer opportunities and NEET; - Sharing and learning activities that bring partner associations closer to their communities and, at the same time, realize the possibilities of local involvement in activities under the Erasmus + Program; - Understand the impact and social transformations that Erasmus + activities can bring to local communities. - Empowering young people in the field of Human Rights and to have active participation in their local organizations and communities; - Promote self-knowledge, self-confidence, communication and critical thinking skills, self-reflection, creativity, flexibility, language skills, etc. - Provide the local community with the opportunity to participate in activities of social and community interest; - Realize the impact the project has brought to young people, youth workers, organizations and the community; - Sharing and analyzing less positive aspects of the project and proposing solutions to work in future activities.All the activities planned were based on ENF methods and techniques (icebreakers, energizers, team buildings, role plays, plenary debates, moments of sharing of good practices, moments of personal and group reflection, etc.) and participants were guided by a team of technicians, who were responsible for coordinating and facilitating the activities, with the support of the group leaders.In the end, all youth organizations and workers acquired new tools to awaken young people to greater participation in their organizations and community, and that the skills acquired by all turn into important tools of social inclusion. These objectives are in line with the Europe 2020 Strategy, which has one of the main pillars, aimed at young people, the promotion of social inclusion, especially those from the most problematic social and cultural context. We will create with this project a Manual about the project itself and all the methodologies that will be used. This document will be shared in Salto and that way will be available for other organizations to use it.

"This project lasted 10 months and its principle goal is to work in favour of the participation of young european people in community actions which promote the social inclusion of disadvantaged groups of people in Pamplona (Navarra- Spain). In order to reach this goal, european volunteers realized a variety of support activities (help the responsible person of the dining room in order for the rights and the duties of the people who eat there to be fulfilled, colaborate with the other volunteers, help at the kitchen, propose ideas...)in the ´Comedor Solidario Paris365´( Solidarity dining room Paris 365) of Pamplona and supported training courses and on the scheduled cultural activities that take place either in the TxokoParis365 or in the Txoko-Txiki Paris365. The way of work promotes the iniciative, the personal responsibility and the team work. Our work philosophy is based on the precise and direct action with the people who use our services, on the work within a network of volunteers, neighbours, and other organizations under the idea of ´we are a solidary community that learns and takes iniciative´. The participant countries are Spain, Italy and Rumanía.The activity took place in the old town of Pamplona. European volunteers was hosted in the students' residence ""Fuerte el Príncipe"" in the beginning. Afterwards, in agreement with the volunteers, was decided that they will rent different flats. The organization payed for the accomodation costs, as well as the costs produced during their stay, in accordance with the corresponding activities agreement. In order of perform the activity, the volunteer received initial training on the Organization´s services and how structurated their volunteering. They will have a person of reference for dining room and txoko´s activities and the other one for the children´s play room. They were integrated into the work teams, that are responsible for these activities, where they received guidance and training and they can propose improvements and new ideas.The expected results and impact:For people users of social dining room, Txoko and children play room’s services:We have improved the service they receive, with the incorporation of a young person with a new fresh look. In the European volunteers:They developed skills that allow them to deal with intercultural contexts and interact with people at risk of social exclusion. Other skills: teamwork, adaptation to changing situations, initiative, conflict resolution. In the coordinating organisation: keep improving EVS projects, add new points of view and work. Strengthening linkages with other European organisations. In the partner organisations: mutual learning and improvement of collaboration in such projects. Local community: include local volunteers, neibhbors and other people who have the opportunity to interact with European volunteers, thus having the opportunity to meet other cultures, other forms of work. Long-term benefits are already appreciating, increasingly young people from Navarra are interested in collaborating in EVS, we have built stable relationships with organizations from Romania and Italy, which have sent new volunteers for another Project. People know the EVS project exist for four years and their receptivity is good (we have 5900 followers in facebook, more than 450 partners and 1000 volunteers registered in our database). Context: The basin of Pamplona (formed by 28 municipalities of different size) is located in the centre of the community of Navarra, in the north of Spain. Navarra has a surface area of 587.29 km2. Pamplona and its basin have 334,830 inhabitants (about 198,000 in Pamplona). Although Navarra is one of the spanish communities with the best econimic situation, studies about quality of life in Navarra 2012 show that the 21% of the navarra population is at poverty risk according the incomes of 2011. Caritas estimates that the Navarra poverty threshold is about 120.000 people. This is because the number of unemployed people continues to increase. According Navarra’s statistics Institute (February 2016) unemployment affects 45.096 people living in Navarra. In 2015, 10.863 homes who didn’t receive any standar social benefits. The official language is Spanish and in the so called ""mixed areas"" (like Pamplona and Berriozar) also the ""Euskera"" or Basque. According to the data of January 2016, the dining room attend an average of 110 people per day. We also give food to families with children under 18 years old."

This project aimed to provide long term placements of 3 months to 3 participants from Romania. After these volunteers returned to their own country another set of 3 volunteers then came to Scotland for the next 3 months ensuring that within the 2 years of the project we had a total no of 24 participants from Romania. There were two 6 week components for the EVS volunteers when they were in Scotland The first involved them working in the safe supported environment of a social enterprise garden project which provides placements to those with a intellectual impairment. This garden center provided opportunities around horticulture and the environment as well as animal care. For example volunteers assisted with planting and growing flowers and vegetables, designing the flower display beds, undertaking daily maintenance of the plants and flowers or feeding and grooming the hens, goats and sheep. In addition the volunteers had an opportunity to serve customers either in the garden shop or the cafe and could , if appropriate assist in the kitchen preparing food.[ Subject to them completing basic food safety training] Volunteers were assisted in traveling to and from this placement. Within this placement the mentor provided both individual 1-1 support and small group work support. The second component was working in the Zone Out main office along side volunteers some of whom did not have an intellectual impairment. This allowed the volunteers to begin to work more with other volunteers and become involved in more socially inclusive volunteering.There were three options here ; working with groups of Zone Out volunteers providing fun based activities to groups of adults who had a lived experience of a learning disability, working with groups of young people who had a learning impairment to provide peer training on issues such as smoking , knife crime etc, and working in our charity shop for several hours a day serving customers and dealing with donations. Ideally we anticipated that the individual would start within the supported volunteering environment and have an individual plan in place for them to move on to the second more independent placement where they have less support and eventually have to make their own way to the volunteer placement. Clearly however each volunteer will be different and the 3 months placement will be devised so that they are challenged but not overwhelmed. For some this will mean progressing from one project to the other, for others it may mean staying for 3 months within the supported volunteer placement whilst for others they may bypass the initial placement and mover straight to the less supported placement.Depending on the placement the volunteer were participating in environmental work , work with animals , work with children arranging sports activities, becoming involved with those with learning disabilities and providing peer education or working with intergenerational projects . In conjunction with Zone Out the volunteer also networked with a wide range of agencies across Scotland to ensure that future programmes of group work and peer education was delivered

Coaching as a way to support the professional and personal development of people is becoming more and more known and used in different areas and fields of society. Increasing numbers of professionals, also in the youth and training sector, are expected to be a coach or to use coaching skills in their professional activities. Our research of the offered coaching training shows that the coaching trainings in the profit sector, like the co-active one, are very expensive and not really accessible for youth workers with a modest budget and that the ones offered in the Youth in Action context are usually a stand alone training on the basics and then there is no further follow-up possibilities for the participants. With this long term coaching training we want to offer a 2-step coaching training according to the quality standards of the profit coaching trainings that is accessible for youth workers, trainers and other people active in the Youth in Action context who want to learn professional coaching skills that can be used in all learning environments and areas and want to be supported in the implementation of their coaching skills by the trainers who will be their coaches in the in implementation phase. For the first time the step 2 training (seperate application) will also be open for youth workers who already have basic coaching skills through other courses and who want to deepen their learning and be supported in the implementation.The participants will be educators active in the Youth in Action field as a supporter of learning (volunteers, youth workers, youth leaders, project managers, trainers etc.) who feel the need to learn and/or develop coaching skills and competences. They see opportunities to use coaching in their job and they are willing to dig deep into coaching, experience coaching themselves as a client as well as coach other participants to practice and develop their coaching skills. The partner organisations will select those participants that are willing and able to participate this coaching training and will support the participants in using their coaching skills in the implementation phase after the training within the partner organisation and their educational activities to benefit from the learning of their participants. The general objective of this long term coaching training is to train educators (youth workers, trainers, coaches, teachers,... ) in a non-formal and experiential way in coaching skills and competences that they can implement to support the learning of the (young) people they educate. What? Step 1 training course of 2 long-term training for educators to learn the fundamentals of coaching as a way to support learning and developmentWhen?3rd (arrival) till 9th (departure) July 2016 training Sept 1 in Ireland Where? Ireland, Co. Wicklow, Kippure EstateFor who? Educators who want to learn coaching skills and competences and who are ready and willing to implement their skills in their own non-formal context. Approach: non-formal and experiential learning approach in which the participants will be able to practice coaching and being coached themselves. Activities: for details please see the detailed program in annexResults: the participants have a clear understanding of what coaching is and isn't, have fundamental coaching skills, have coached and been coached during the training and are ready to implement their new or developed coaching competences in their own educational context in the in between phase. Impact: The educators who participated will be able to implement coaching techniques in their own educational contexts, are aware of the opportunities and challenges of it and can communicate about it with their colleagues and learners at home. This should enable them to spread the fire about coaching and its benefits in their own environment and inspire colleagues to also look into coaching as a way to support learning and development.