Young people and SDGs

We applied for the project to address the needs identified during the 2012 United Nations Conference on Sustainable Development. The development of Sustainable Development Goals (SDGs) was initiated to succeed the Millennium Development Goals, aiming to integrate all aspects of sustainable development into the global agenda. Disability is explicitly mentioned in various SDG sections related to education, employment, inequality, accessibility, and data collection. Recognizing the importance of addressing these issues, our Erasmus+ proposal, "Young People and SDGs," was created. The project addressed the pressing needs of raising awareness about the SDGs, fostering inclusion for people with disabilities, encouraging dialogue among young people, and nurturing active citizenship to contribute to a more sustainable future .

The Erasmus+ proposal "Young People and SDGs" aimed at contributing to the awareness of young people about the Sustainable Development Goals and promoting the inclusion of people with disabilities (PWD). The initiative sought to achieve this by fostering an active dialogue among EU young people with and without disabilities, with the intention of building future active and informed citizens of the EU. The specific objectives were as follows: SO1: The promotion of active citizenship, engagement, and participation of young people through facilitating a dialogue on the 17 SDGs to effectively include PWD. SO2: Empowering young people to take on an active role in their communities and the environment at local, European, and international levels.

The objective was pursued through the following activities and phases: Phase 1 involved conducting research to exchange knowledge, methodologies, and best practices regarding non-formal educational activities that encourage youth participation and engagement. It began with a field research initiative and was followed by a national desk research conducted by all partners, resulting in a comprehensive research report. This report aimed to understand the needs necessary for implementation in the guide and course. The guide and the online course placed a significant emphasis on environmental considerations, as well as social inclusion and participation. Phase 2 entailed the development of a guide intended to serve as a fundamental resource for stakeholders to implement activities that promote the participation of both individuals with and without disabilities, specifically in advancing the SDGs. The guide was translated into all the languages of the consortium. Phase 3 involved the development and implementation of a training course for over 70 youth workers, with more than 10 youth workers participating per organization. These workers not only honed their professional and personal skills but also learned to implement the acquired methodologies in diverse environments. The online training course was uploaded to the PREDIF training platform. The course focused on providing specific training to youth workers on the SDGs and non-formal educational activities, aiming to enhance the involvement of young people with disabilities and fewer opportunities in cultural and educational activities. R2 comprised various phases: Phase 1 concentrated on equipping youth workers with essential skills to promote youth participation and awareness of the SDGs. This involved the development and facilitation of three practical workshops led by 4film on creating videos and accessible material. PREDIF provided instructions on accessibility, and FARE gave guidance on creating promotional materials. Segments of the workshops were recorded to broaden their reach among youth workers. Additionally, the activities for promoting the SDGs among young individuals included piloting activities. After completing the online course and workshops, the youth workers applied their learned knowledge and practices through these pilot activities. Face-to-face workshops were conducted from the youth workers to the young people to teach about the SDGs and create accessible and concise videos to promote the 17 SDGs. In Phase 2, youth with and without disabilities and fewer opportunities participated in creating videos about the SDGs, which were then shared within the community to raise awareness and initiate discussions about the SDGs. Phase 3 involved an online competition and contest, where each video won a specific category. Furthermore, all partners ensured extensive dissemination and promotion of the project results, augmenting the project's multiplier effects and ensuring the transfer of the model. They organized multiplier events at local levels and conducted dissemination activities throughout the project's duration, both locally and nationally. This involved leveraging online media channels such as social networks, websites, etc., actively engaging various stakeholders.

The project comprised two primary Results (R): R1: Development of a research report and the creation of an accessible, targeted online toolkit guide for Young Individuals with Disabilities (YDs) aimed at empowering all young people with disabilities through the Sustainable Development Goals (SDGs). The toolkit guide involved initial research into non-formal educational activities, methodologies, and documentation relevant to implementing youth activities for SDG development. It also gathered best practices from partner countries regarding youth activities for individuals with and without disabilities. The guide placed a significant emphasis on environmental considerations, as well as social inclusion and participation. Furthermore, following the research and the toolkit guide, an online awareness-raising training course was developed to emphasize the importance of SDG implementation in society. It also concentrated on involving young people in these activities and fostering collaboration for SDG development. Additionally, it highlighted good practices in youth activities, equipping youth workers with the requisite knowledge, competencies, and skills to engage with young people and ensure the inclusion of Persons with Disabilities (PCDs).The training course also placed a significant emphasis on environmental considerations, as well as social inclusion and participation. R2: Pilot action - Implementation of activities promoting the SDGs, aimed at Youth Trainers (YTs): After the completion of the course, YTs were encouraged to apply their acquired knowledge and practices by creating accessible short videos, organizing photo exhibitions, and conducting events to promote the 17 SDGs for the inclusion of Junior Citizens with Disabilities (JCDs). This pilot action encompassed several outcomes: Conducting three practical workshops on these activities, encompassing video creation using devices such as tablets and mobile phones, proficient editing with accessible and free tools, strategies for marketing on social media platforms to disseminate videos and posters, and ensuring accessibility using non-professional tools based on basic rules. The youth works implemented piloting activities with the young people, promoting the SDGs Collaborative video creation: Each country collaborated with youth organizations, where young people with and without disabilities, assisted by youth workers, created the videos with the topic of SDGs,choosing one or two SDGs per video. The objective of the videos were to create awarness and pormote the SDGs and the soical inlcusion. Hosting an online competition and disseminating various video winners categories. Summarizing: Outcome of R1: - Research report - Online Toolkit: Toolkit guide in 7 languages and an online training course. Outcome of R2: Conducted three workshops on creating videos and accessible materials. Facilitated piloting activities by youth workers to educate young people on SDGs and produce videos. Creation of videos by young people and youth workers on SDGs, followed by a contest to identify winners in specific categories. Each video was recognized in a specific category. Dissemination of videos.