The We train with equity project intends to promote and support a model of training and awareness of "diversity" understood as dignity, value and set of equal and inalienable rights that all young people have, above all students "with problems". The project objectives are: - To deeply influence the social and cultural aspects of prejudices against people with problems, raising the level of awareness of the students involved. - Making younger generations more responsible for differences. A collective knowledge of what diversity means, what kind of behavior towards what is different from us, can represent the added value compared to the students' ability to relate to each other. - Propose a training and awareness model able to reduce and cancel prejudices on the issue of "students with problems". - Know the Parish Maps method for mapping infrastructures, associations, dedicated social and cultural activities, etc. for "students with problems" in the area. - Analyze the "sensitivity" to the issue through the creation of Parish Maps (concept maps of the community). - Set up a Parish Map (for the moment on the territories of the partners, then on other territories) of diversity and tolerance, aimed at observing behaviors, attitudes, needs and creating innovative solutions. - Implement analytical capacity thanks to the mapping of the territory with respect to initiatives for "students with problems" and dedicated infrastructures. - Use alternative tools for dissemination and detection of the scientificity of the idea (for example using the technique of deliberative poll). - Strengthen critical capacity by distinguishing what is prejudice from the real data. - Transferring knowledge about the issue to students not involved in the project, in a kind of peer education. - Reduce or cancel possible biases on the issue. - Create inclusive jobs for "problem students". - Recognizing the equal and inalienable dignity, value and rights of all people as the foundation of freedom, justice and peace in the world (United Nations Charter). The impact will be measured in achieving the following actions: - To guarantee "students who have problems" the full enjoyment of their rights and freedoms (Universal Declaration of Human Rights and International Pacts on Human Rights); - Explain / disseminate the meaning of the word "diversity" and of the relationship with "students who have problems"; - Include the question of "students who have problems" in the activities of integration and social inclusion of schools and territorial centers; - Spread best practices on behaviors and activities addressed to "students who have problems" and on the relationships they have with the society in which they live; - Promote information campaigns against discriminatory attitudes; - Make people more aware of the discriminatory behaviors they carry out in everyday life, such as "avoiding marginalizing a person who has problems"; - Recognize autonomy, individual independence and freedom to make choices made by the art of students who have problems "; - Protect in particular the "weak people", very often subject to risks and violence; - Make all the "common" places and the internal and external environments, private and public accessible and respectful; - Implement training to spread the culture on the autonomy and integration of "students who have problems"; - Expanding a community map with facilities, equipment, knowledge packages and services aimed at making life easier for "problem students". Staff mobility events will be organized to investigate the problems that may occur when the model will be tested and the possible solutions that will be adopted. In the long term it is expected to: - Improve knowledge on the issue of "students with problems" (this result will be evaluated by comparing ex ante and ex post questionnaires). - Feeding a network of schools and structures of the territory (private organizations and the Third Sector) - Raise the awareness level of the target audience.
The objectives that the project aimed to achieve through its implementation are as follows: - To profoundly influence the social and cultural aspects of prejudices against people with problems, increasing the level of awareness of the students involved. - Making younger generations more responsible towards differences. A collective knowledge of the meaning of diversity, of the kind of behavior to adopt towards what is different from us, can be the added value compared to the ability of students to relate to each other. - Propose a training and awareness-raising model that can reduce and eliminate prejudices on the topic of "students with problems". - Learn about the Parish Maps method for mapping infrastructures, associations, social and cultural activities dedicated to "students with problems" in a given area. - Analyze "sensitivity" to the issue through the creation of Parish Maps (community concept maps). - Making a Parish Map (for the time being on partners territories, then on other territories) of diversity and tolerance, aimed at observing behaviors, attitudes, needs and creating innovative solutions. - Implement analytical skills by mapping the territory with respect to initiatives for "students with problems" and dedicated infrastructures. - Use alternative tools for the dissemination and detection of the scientific of the idea (e.g., using the deliberative survey technique). - Strengthen critical capacity by distinguishing bias from actual data. - Transfer knowledge of the topic to students not involved in the project, in a kind of peer education. - Reduce or undo any bias on the issue. - Creating inclusive jobs for "problem students". - Recognize the dignity, worth and equal and inalienable rights of all people as the foundation of freedom, justice and peace in the world (United Nation Charter).
The “We train with equity” project aimed to promote and support an integrated model of training and awareness of "diversity" understood as dignity, value and set of equal and inalienable rights held by all young people, particularly students with various kinds of problems. The partnership has built an inclusive, multilingual and comprehensive higher education system of teaching. The priority pursued has been social inclusion, which aims to ensure and promote the rights of humans, in this case especially the most vulnerable groups, through practices to combat social abuse, violence and discriminatory behaviour. To eliminate prejudices that profoundly affect social and cultural aspects and to empower the younger generations toward differences, the project actively involved schools and private facilities in the area to the design of the model. The locally targeted intervention aims to form the basis for large-scale change in public opinion. Other issues that have been supported through the e-learning contents of the project platform are those of early school leaving and educational distress. These topics are often related to the characteristics and personal experience of the students, type of schooling, or socio-cultural aspects, which is why the results of the project were combined with interviews and questionnaires to be submitted to the participants and which allowed obtaining the indicators and variables essential for their analysis and understanding. With this project the world of education, together with society, seeks to work together to address the unhealthy the conditions experienced by many young people in which there is no awareness, integration, or understanding of difficult situations.