The CHOICE project is based on an informal educational path for students aged 13-18, which should be included in school curricula and which aims to use drama to prevent addictions to the Internet / technology, drugs and gambling. The number of addicts is growing up in Europe. More and more young people are unable to control the use of drugs, the Internet / technology, gambling. The project assumed the introduction of an informal educational path in secondary education, the aim of which was to use theater techniques as preventive actions towards addictions. The project involved experts from various fields and specializations such as teachers, actors, doctors, psychologists, philosophers, trainers, theater experts as well as social workers who cooperated and supported students throughout the activity. The students who participated in the theater workshops had the opportunity to raise their self-esteem, which is an indispensable tool for making the right choices, especially in risk situations. Thanks to the participation in the educational path, the students gained more knowledge about addiction issues, and also improved their self-awareness and self-esteem. An additional element obtained during the training was the integration of students, which is also in the field of addiction prevention. The importance assigned by the project to the theater performance is a response to the missing link between the information and the world of students: it is necessary to convey knowledge that includes both emotions and the support of the individual. Apart from partner institutions, mainly high schools and other educational institutions were involved in the project implementation. Long-term effects are provided by constant access to the results delivered through the educational platform.The main activities of the project were: RESEARCH PHASE - analysis with the participation of youth aged 13-18 including partner countries (40 students from each country). The analysis was carried out using a questionnaire aimed at examining how to deal with the emotions of young people in specific everyday situations, using a case studies and assessing which of the main factors, situations and emotions can increase the risk of addiction. SHORT-TERM TRAINING FOR TEACHERS ENGAGED IN PROJECT IMPLEMENTATION - realization of a training addressed to teachers and professionals who worked on the implementation of the CHOICE educational model to prepare an educational path aimed at improving self-awareness and developing the ability to manage emotions among young people using the drama method. During the training, teachers and professionals improved the competence to integrate their skills and implement the CHOICE model in each participating country in the project. DEVELOPMENT OF THE EDUCATIONAL MODEL - developing an educational model aimed at improving self-awareness and the ability to manage emotions among students in secondary schools in order to prevent addictions. As part of the result, a manual containing a series of exercises developing various competences among students was developed. DEVELOPMENT OF THE EDUCATIONAL PATH - based on the educational model, workshops addressed to secondary school students (about 40 students in each partner country) were implemented. The workshops were conducted using the drama technique, Life Theater. The training program has been adapted to the needs and abilities of each group. TRAINING FOR TEACHERS - based on the CHOICE educational path, a curriculum for teachers was designed and tested to enable them to plan and implement educational paths aimed at improving self-awareness and managing emotions among young people through theatrical pedagogy. The project was carried out at the European level, in different national contexts characterized by various indicators of addiction and policies. OPEN RESOURCES - development of open online resources in the form of an educational platform containing the results developed under the project, divided into countries (different language versions). The resources have been divided into appropriate categories related to project activities (manual, research reports, instructional videos and others). RECOMMENDATIONS - due to the assumption adopted in the project on supplementing curricula with content preventing addiction, the partnership developed recommendations for the authorities based on recommendations obtained from pupils and widely understood local authorities (eg school heads, authors of pedagogical programs, psychologists , representatives of educational institutions, etc.) in partner countries. MULTIPLIER EVENTS - each partner at the local level organized dissemination workshops and a final conference.

Various censuses in EU-countries reveal that employment in the creative industries (design, cultural heritage, visual and performing arts, print media, television, cinema, new and digital media) has grown rapidly in the last few years. Nonetheless, ethnic minorities are still significantly underrepresented within this sector in Europe today. To address this issue, the two-year-project DIVERSITY IN THE CREATIVE INDUSTRIES focused on actively supporting this underrepresented young creatives in Sweden, Spain and The Netherlands. The partner organisations involved in this project are: SwIdeas (Sweden), Euroaccion Murcia (Spain) and Capture22 (The Netherlands). With regard to the primary target group - young people, aged 18 to 30, who have had higher educational training in the creative industries and who are at an early stage of their careers – the main impact objectives were:• Improved career-oriented capacities and competences linked to their professional profiles (including: portfolio-building, networking/self-promotion skills, sense of entrepreneurship, growth mindset, finding funding).• Greater understanding of the labour market and (potential) career paths (career-building).• Increased employability and opportunities for professional development. • Increased visibility and improved access to professional networks.• Benchmarking tools for diversity management in order to manage the sector's needs on how to promote integration.• Strategic partnerships and exchange of Best-Practices between organisations and stakeholders from partner countries.• Improved interaction between concerned stakeholders and awareness of urgency to secure diversification of workforce within the creative industries on a long-term basis.This project also targeted organisations (non-profits and companies) within the creative and cultural industries with the aim to empower young talents, to understand the business case for wider representation and inclusion. The project included the following modalities:- The project set out to map the creative industries in each partner country and establish a network of participants. The mapping was the first IO of the project which was the main pillar to build the other two IOs of the project. The second IO is the Online Talent Hub: a knowledge resource portal to provide young creative talents resources to improve their capacities (e.g. providing resources to self-learning and non-formal learning). It also will serve on the long-term as exchanging experiences space for virtual mobility and knowledge-transfer between young talents and the industry.- Blended Mobility Programme: • Mobility programme: In each of the two years SwIdeas, Euroaccion and Capture22 selected young talents from each partner country for travel and accommodation for two-month work residencies at cultural institutions,or creative agencies within the partner region. - Multiplier events:• Annual symposiums (in each country) served as multiplier events connecting the local creative industry, policy makers and young talents. Participants addressed how to facilitate greater representation of diversity in creative industries, including, diversity management strategies, talent development and best Practices, while talents got the opportunity to network and showcase their work. The results of the multiplier events were shared on the Online Talent Hub, through video, social media posts and live tweets from the event. In Spain one of the local TV channels covered part live. The project's third IO is a digital publication which presents the results from the mapping research, share information, resources and Best Practices collected during the two-year-project, and presents a set of priorities on the diversity agenda for the creative industry network to focus on.Considering the highly sensitive nature of issues related to integration and inclusion and the resulting sensitivities of governments with regard to local policies, it is in the project’s best interest to place young people from within the participating countries at the forefront of efforts and allow them to drive these initiatives beyond the two years of the project. In addition to the intellectual outputs, the multipliers events and blended mobility programme have contributed effectively to the sustainability of the project and multiplying its outreach. The project will reach out to an extended network of communities of practice, institutions, civil society organisations and young people-serving organisations to actively participate to get engaged and to build on the project’s outputs.Main results and impact:The project has opened new horizons for the young talents who participated in the blended mobility programme leading to further educational opportunities or to further employment opportunities. Furthermore, SwIdeas has bee invited to present the project at the MED forum, where it was nominated as one of the best practices in the Euro-Med region.

"La propuesta de WISH tiene como objetivo desarrollar y probar un modelo de educativo no formal dirigido a jóvenes de 14 a 18 años de edad y centrado en la prevención de conflictos relacionados con el bullying y el racismo, y la valorización de la metodología del Teatro del Oprimido.Debido al cambio de la sociedad y a la crisis social, económica y de valores, los jóvenes experimentan varias situaciones en su vida cotidiana, que se caracterizan por una especie de ""opresión"": están vinculadas al individualismo, a la autoridad impuesta, a los modelos jerárquicos, a la falta de autodeterminación y autogestión, falta de intercambio entre iguales, dinámica regresiva, contradicciones, y modelos educativos que promueven la adquisición de conocimientos en lugar de competencias y habilidades. Por lo tanto, el proyecto pretende brindar a los jóvenes nuevos enfoques, metodologías y herramientas para la gestión de conflictos, de acuerdo con las técnicas del Teatro del Oprimido, a fin de poner de manifiesto los conflictos y la opresión para superarlos y permitir la creación de soluciones comunes y compartidas. El modelo de capacitación propuesto apoyará y promoverá también el desarrollo de habilidades de ciudadanía global en los jóvenes, al fortalecer y poner en práctica las Recomendaciones de la UNESCO (2015) y la Agenda 2030 para el Desarrollo Sostenible.El Teatro del Oprimido es un arsenal de técnicas y juegos teatrales que busca motivar a las personas, restablecer el verdadero diálogo y crear un espacio para que los participantes ensayen la acción. Comienza con la idea de que todos tienen la capacidad de actuar en el ""teatro"" de sus propias vidas; y por lo tanto, cambiarlas y mejorarlas. El Teatro del Oprimido es un método de trabajo, por lo que es la unión de una formación teórica y técnica, que utiliza un lenguaje teatral y tiene como objetivo comprender y transformar la vida cotidiana de las personas. Las actividades del proyecto se han desarrollado con referencia a jóvenes de entre 14 y 26 años de edad y han visto como resultado principal el desarrollo y la creación de un modelo de educación global que incluye el debate y el enfoque y técnicas del Teatro del Oprimido para la adquisición de más capacidad de conciencia, autogestión y manejo de conflictos, habilidades y competencias.Se han implementado las siguientes actividades principales para lograr los objetivos del proyecto:- Creación de una recopilación de artículos sobre el estado del bullying a nivel nacional y las iniciativas para combatirlo, preparados por cada socio. Se realizaron estos artículos para sustentar el modelo educativo a desarrollar en función de las necesidades detectadas, dado que el presupuesto para el O1, Análisis de campo fue totalmente recortado.- Trabajo de diseminación de la información del proyecto a través de redes sociales, webs, listas de contactos y vía email, a nivel local, nacional e internacional. - Creación del modelo educativo que incluye el debate y el enfoque del Teatro del Oprimido y sus técnicas para la adquisición de habilidades y competencias de conocimiento personal, autogestión y gestión de conflictos por parte de los jóvenes de entre 14 y 26 años. Para ello se crearon y realizaron unos talleres de planificación a nivel local por parte de cada socio, con dinámicas y contenidos propios de la metodología del Teatro del Oprimido y, posteriormente, los talleres piloto para validar el modelo. - Realización de un C1 en Irlanda. En este Joint Staff Training se analizaron los resultados de los talleres de planificación, se profundizó en las técnicas del Teatro del Oprimido y se diseñaron los talleres piloto.- Creación del currículo y sistematización de los planes de estudios- Realización de talleres para Educadores por parte de cada socio. En ellos se probaron y mejoraron los planes de estudios del currículo.- Difusión de los resultados de las prácticas educativas y las experiencias de aprendizaje implementadas en el proyecto, por medio de eventos multiplicadores, redes sociales y plataformas de información.La acción del proyecto se ha llevado a cabo a nivel europeo, en diferentes contextos nacionales caracterizados por la necesidad de incluir prácticas y metodologías de educación no formal en los currículos formales para jóvenes, donde tanto a nivel político como operativo es necesario identificar soluciones sostenibles para prevenir el racismo y acoso, específicamente trabajando en la adquisición de competencias de gestión de conflictos a través de las técnicas del Teatro del Oprimido. Enfrentar las necesidades de fusión a nivel europeo, ha permitido a los socios reunir experiencias y competencias para encontrar soluciones sostenibles, de acuerdo con el marco de la UE."

"As phrased prior to the project, Early School Leaving (ESL) is an obstacle to economic growth and employment for EU Countries. It obstructs productivity and competitiveness, and fuels poverty and social exclusion. In 2019, the share of early leavers from education and training in the EU stood at 10.2%. In other words, one in ten individuals aged 18-24 years with at most a lower secondary level of educational attainment (ISCED 0 - 2) was not engaged in any further education and training in the four weeks preceding the survey. The Europe 2020 target was to reduce the rates of early school leaving in the EU to below 10% by 2020. In 2019, this share was already below 10% in a majority of regions with some of the lowest shares concentrated in Eastern Europe and in capital regions.Among the EU regions, the lowest share of early leavers from education and training (1.7%) was recorded in the coastal/island region of Jadranska Hrvatska (Croatia). There were three other regions where no more than 1 in 50 young people were early leavers: the capital regions of Czechia and Lithuania — Prague and Sostinės regionas (both 1.9%) — and the Greek region of Kentriki Makedonia (2.0%). Young people who leave education and training prematurely are bound to lack skills and qualifications, and to face serious, persistent problems on the labour market. It aims to inspire and generate the development of a comprehensive approach to ESL. As defined in the booklet edited by the European Commission and entitled 'A whole school approach to tackling early school leaving', Early school leaving ESL is a pressing concern for the individual, for society and the economy. The skills and competences gained in upper secondary education are seen as the minimum credentials for successful labour market entry and as the foundation for further learning and training opportunities. These skills and competencies help prepare young people for life, developing the potential in every person so that they become fulfilled and active citizens. Yet 11.1% of 18 to 24 year-olds have left education and training without completing an upper secondary programme according to Eurostat 2014 data. The project proposal was based on the Communication From The Commission To The European Parliament, The Council, The European Economic And Social Committee And The Committee Of The Regions “Tackling early school leaving: A key contribution to the Europe 2020 Agenda”. The project aims to develop and disseminate an innovative pedagogic method, based on the centrality of pupils and of their emotional needs and requests, aiming to prevent and/or to face the early school leaving phenomenon. The aim is to develop a unique pattern flexible enough to be adapted to the specific contexts and conditions of the different regions and individual situations. The Like Project involved 9 partners coming from 6 EU countries. Partners are research centers, no profit organizations, authorities and associations with long-standing relevant experience and strongly involved with problems connected to the education system governance and development. The project expected that the pupils learn to fill their existential, communicative, relational and training needs; develop the motivation to study; the project managed to fulfil these requirements. This was possible through a process of meaningful learning and training, in order to identify, concepts and meanings, to understand the importance of collaboration to be able to perform their cognitive and socio-emotional growth. Prior to the project we believed that operators and teachers had to improve their ability to ""read"" the starting positions of students in terms of identifying cultural levels, modes of communication and relational learning styles of each. The project aimed to set up and transfer the methodologies and effective tools to bring out recommendations useful to identify and combat the phenomenon of school drop-out and obtain target required by the target communities in the partnership countries, giving a contribution to the redefinition of school curricula with regard to life skills.During the project in the collaboration of the partners, a Pedagogical Toolkit was created after the conceptualization of the model had been finalized. The procedures described in the Toolkit were implemented in the schools of the partner countries. Following the implementation, the impact of the procedures on the life skills of students was measured with the developed survey tool phrased in IO2. The results were analyzed jointly together with the partners."

"According to available materials from the World Anti-Doping Agency WADA, the number of suspicious findings has risen since 2013 from 3528 findings to 4569 findings in 2017. So in just 4 years this number has increased by 1068 findings worldwide. In the member states of the European Union, the number of positive doping findings for 2016 is 592. Unfortunately, newer data are not available. This figure includes only registered sportsmen and not amateur sportsmen where there is no need for registration. It does not sportsmen not faling under the International Olympic Sports Committee. In this case, higher doping abuse is expected. Another major problem is drug abuse for psychological stimulation during stressful situations such as school exams or sudden personal circumstances. In a personal anonymous survey at the biggest fitness center in Pilsen, over 60% of respondents had experience with abusing of banned substances. Over 80% of respondents are or were considering the use of these substances. Two thirds of the respondents were under the age of 23. The aim of this project is to educate young people about this issue, to inform about the risks and side effects of doping abuse. Warn of misuse of anabolic steroids and hormones. It aims to inform about the risks of abuse of drugs and commonly available medicines, to provide information on how to recognize drug addicts in neighborhood and possibly provide help or help to rehabilitate this addict. The project wants to inform about a healthy lifestyle. The project will contribute to democratic participation of youth and will support young people in the active promotion of democratic values, tolerance, democratic decision making, active fighting of racism, discrimination, xenophobia, bullying and active promotion of respect for minorities. Another objective of this project is to educate trainers / educators / youth workers to inform youth about this issue and how to prevent the subsequent use of hazardous substances.LTTA participants, participants of transnational meetings( further ""TMs"") and local participants will be involved in the project. The project also includes 2000 participants of online educational activities and 300 participants of the presence educational activities. They will be selected from youth not only because of their engagement in sports, the level of drug abuse and drug availability. Within five years from the end of the project, educational activities will take place for min. 300 project target group members in all partner countries.There will be 3 LTTAs and 3 TMs meetings focusing on the project objectives described above. The objectives of the project will be achieved by implementing the described assets by youth, professionals in the field of sports, health, professional sportsmen, people with negative doping experience and youth fitness exercisers with appropriate implementation through partial works in LTTA and TMs meetings. In particular, it will be a structured set of free online educational materials containing educational articles, a methodical guide for trainers/educators/youth workers, a recommendation for European NGOs active in the field of sport to raise awareness of the target group to an independent initiative fight against drug abuse and banned substances in adolescents, and learning about healthy lifestyle. The project will have a positive impact on LTTA participants in the form of new knowledge and skills of participants on drug abuse, doping and other hazardous substances in sport or personal life, skills to help young addicts, knowledge to integrate disadvantaged youth into sport and a healthy lifestyle. Participants will develop the ability to communicate in English, interpersonal communication, negative approach to prejudice, racism and xenophobia, use of the European Youthpass and Europass passports. The project will have a positive impact on TMs meetings participants in new IT, professional/science, dissemination and management skills. The project will have an impact on partner organizations by increasing their involvement in international networks of NGOs, developing expertise and skills of co-workers, and developing their project management skills.Europe for you, z.s. will develop a plan for the sustainability of key project outputs. At least 5 years after the end of the project, all processed outputs will be available online free of charge.The project will be useful in the long run by opening up free online education to prevent and combat the abuse of drugs and hazardous substances for European youth, access to education on doping and drug abuse and disadvantaged youth through a methodological guide in English, enhancing quality and involving young people in sport activities by developing recommendations for European NGOs active in the field of sports. During the elaboration of this project proposal we have incorporated all the suggestions of the evaluators from the previous evaluation."