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Partners:
Greece
Cyprus
Malta
Italy
Spain
Romania
Bulgaria
Croatia
Turkey
Training Course: Zakynthos, 7-16 July 2017
Organizer, Applicant: NECI GR
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Project Summary
The 12months project ''A Collaborative Action for Social Inclusion '' is a concept and a result of a 9 countries partnership which was designed to provide training, suggestions and practices to youth workers of European NGOs in order to face effectively current issues in nowadays societies. -Many youths and youthworkers are not aware of the opportunities that European Commission and in general EU offers to them for personal and professional development; -The huge numbers of refugees movement to EU challenges new realities and issues for everybody, especially for our partnership. -Connected to this, there is an increased rise of xenophobia and racism, especially in the youthfield, in nowadays societies, especially after the increase of refugees/migrants; -Our NGOs repertoire of practices and policy need to be rescheduled in order to support efficiently our youthworkers to work in inclusive settings (with increased number of refugees/asylum seekers, economic migrants and marginalized groups). -Many youths and youthworkers are not actively involved in their communities and societies in general, thus this challenges indifference and not positive effect for their own development and their society welfare and solidarity in general,
Mainly our partners from Cyprus, Malta, Italy, Spain, Romania, Bulgaria, Croatia, Turkey, Greece made and will maintain agreements on how to support all stages of this 12 months project (planning, implementation, evaluation, dissemination, exploitation). Partner NGOs who have needs and interest in social inclusion practices, will be represented with 24 youthworkers in Zakynthos Island for an Activity week (mainly 18 y.w will be with fewer opportunities). These youth workers will share practices, experiences and implement NFL method to improve their basic key competences (learning to elarn, self development skills, social and intercultural competence, languages) in order return back to their communities as multipliers of knowledge and skills on how to understand and support the diversity and especially issues that the last few years arise dramatically (like refugees, migrants, marginalization, exclusion, stereotypes etc) Based on this concept, all partners designed a project and will deliver an 9 days TC (with 24 pax, in Zakynthos, Greece, 7-16/7/2017-arrival and departure days are included) in order to: -implement tools and methods basically from Non Formal Learning (like simulations, debriefing, case studies, Role Plays, Theater based sessions, reflection, media use etc) to support social inclusion and active participation; -improve and develop basic key competences of participants; -invite other relevant stakeholders and local NGOs to present and implement practices during the TC week; -promote visibility and disseminate along with all partner organizations the power of E+ programme and results; -bring and establish a stable and fruitful impact to the participants, to their organizations, to local, regional and wider LLL Society.
Reflection by Italian team
We decided to take part in this training course mainly because our job requires us to know inclusive methods, to work in a collaborative way, to reflect on some of the inclusionary and exclusionary practices. We are teachers in primary school, and as classroom teachers, we play an important role in the lives of your students. One of the many responsibilities we are charged with is to promote a safe and welcoming classroom and school community where individual differences are valued, embraced, and evident implementing practices where all students have opportunities to be included in the general education classroom, participating in standards-based curriculum.
The journey to becoming an Inclusive teacher may be long and challenging at times. "Inclusion" does not simply mean the placement of students with disabilities in general education classes. This process must incorporate fundamental change in the way a school community supports and addresses the individual needs of each child. As such, effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish.
We went back home enriched by the great experience. We had the chance to share ideas, to work on case studies, to practice very nice energizers and team building activities. Many of the activities were implemented in our classes with our students enjoying great success among them.
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