As stated in the grant application, the main objective of the project was to improve the quality of non-formal education activities contributing to more effective social inclusion of children and young people excluded because of their origin from immigrant families. The main objective was achieved through the adaptation of successful mechanisms developed by actors in the partner countries - Spain and Germany.The project aimed to contribute to the promotion of pThe project aimed to contribute to the promotion of prThe project aimed to contribute to the promotion of pra The project was intended to contribute to supporting mechanisms for psycological-pedagogical work with both young people with migration experience and peers from the host country, who also require support to shape a new multicultural reality. The aim of the project strongly evolved during the course of the project - due to the current socio-political situation related to the outbreak of war in Ukraine, a large part of the focus was on adolescents with refugee experience, who also fitted into the broad notion of migrants. The project also aimed to: - increase the knowledge of youth trainers, - the acquisition of knowledge and competences by youth volunteers.
The Knowledge and Competence Institute Foundation, acting as the coordinating organisation (applicant), undertook the project because it had noticed the real needs of young people from immigrant families - primarily from Ukraine, Belarus, Russia and Georgia. The Foundation works in an environment where children and teenagers coming from the above-mentioned countries have a big problem with social integration - they become part of the school system, but are unable to establish lasting peer relations with young people from Poland. The first attempts at social reintegration were made before the implementation of this project - at that time, the applicant, in agreement with the Refrigeration and Electronics School Complex, set up a peer self-help club 'Klub Imigrant Przyjaciel' at the school. Its activities were mainly based on support in education (learning mathematics and other science subjects). Still unsecured social needs became the genesis of a cooperative partnership with partners from Germany and Spain, in which the aforementioned school became an informal partner and a place for scaling solutions.