Young people should not be excluded and the neighbourhoods in which they live in should not be segregated or isolated.

What is the situation?      

Young people living in disadvantaged neighbourhoods:

  • Can experience isolation and segregation.  This increases their experience of discrimination, resulting in a cycle of exclusion.

 

Transcript:
"I think we are the one that can make the change and then what I think should be done, the local youth organisations should advocate for the rights of persons with disabilities to the local authorities; then the local authorities should provide support for employers to make accessible the job places for persons with disabilities, then we will have a bigger rate of employment."

What should public authorities do?

  • Recognise that ALL young people have a right to equal access to essential public services, such as
    • Post offices                 
    • Public libraries
    • Community and youth centres
    • Employment services
    • Information and communication technologies (ICT)
    • Public transport
  • Reach out to the most isolated young people in communities that are most disadvantaged with information, access to non-formal education  programmes and other opportunities to participate through, for example, ‘mobile youth work’
  • Address the specific needs of young people in disadvantaged neighbourhoods in designing community improvement strategies. These strategies should involve cooperation across sectors and levels of government.

Examples from the Enter! Project

In Albania, the 'Youth in Free Initiative' organisation worked with 88 young people from disadvantaged neighbourhoods, teachers, students, journalists, youth in employment and social workers from the Municipality. Through three-day training courses the project increased participants’ knowledge of social rights and equip them with the skills to act as multipliers. Participants examined social exclusion in the region, were informed about local government initiatives designed to tackle social inclusion, and were introduced to the European Social Charter, Compass and T-Kits series. In addition to improving the knowledge of young people about their social rights, the participants prepared a recommendation that was presented to local authorities.

In Serbia, Red Cross Belgrade established a project called Let’s play for humanity promoting a positive and inclusive environment  for Roma young people in a local school. Through drama sessions involving student, teachers and volunteers that were based on the methodology of the Theatre of the Oppressed, the project promoted peace, tolerance, social solidarity and non-discrimination.

In Greece, the Institute for European and Mediterranean Studies established a project to address discrimination and xenophobia. The project brought together a group of immigrants aged 16-30 who were facing discrimination, unemployment and poverty, and a group of 14-30 year old local young people who were exhibiting signs of suspicion and discrimination towards the migrants. The project, which involved two municipalities, promoted intercultural dialogue between these groups, to support participants to develop skills and gain employment, and to develop the young peoples’ knowledge about social rights and human rights. Amongst other significant outcomes, the project resulted in 30% of the participants gaining employment or a promotion, and 50% deciding to return to school or continue their studies. A follow up project that aimed to promote social cohesion and creative citizenship through an international campaign was established. This work highlighted the need for a consolidated youth policy in Greece.

In the Russian Federation, an organisation called Shag Navstrechu (Saint Petersburg Charity Public Organisation for Children and Adults with Disabilities) involved five young people with special needs from a local orphanage in non-formal education activities that raised their awareness about social rights and supported them to develop skills for independence.