Ceuta is a border city, a border with different implications, it separate two countries: Spain and Morocco; and two continents Europa and Africa; two religions Christianity and Islam; two different worlds the rich north and impoverish south and finally European Union territory and non EU territory. In Ceuta (and Melilla) “Europe and Africa mix indissolubly “(Pietro Soddu). The mentioned characteristics of the area generate groups of people with special vulnerability and with risk of social exclusion. The goal of the Project we present is to alleviate the situation of inequalities and injustice in the city of Ceuta. The subjects of these projects are: Cross-border women from Morocco who live or work in our cities, married to Spanish trough the Koran tradition, but because this tradition is not recognized in the Spanish Law, these women have no rights to use social services.Spanish nationals with significant lack of economic, social and cultural resources who are characterised by a significant social uprooting. Some members of this group are third or fourth generation of immigrants. These groups are characterised mainly for high percentages of illiteracy, unemployment, precariousness at work, leaving education prematurely and domestic violence. In the case of women from Morocco who tend to work in the black economy and live in Ceuta, the situation worsens as they have no access to the services offered by the city. It is the most badly affected party, suffering a double discrimination, being a woman and being an immigrant. The literacy workshops run by our NGO have let us become close to these groups, their realities and needs, further more than the knowledge of the Spanish language. Currently DIGMUN work with almost 100 women on the literacy workshops. The second group we work with are girls and boys who live in Ceuta, and for different circumstances remain out of school. Generally speaking, these children do not know our language and show important educational deficits. Living with their families, the children do not show family uprooting but they show difficulties in social inclusion. DIGMUN works with 35 children in this situation. Finally, we want to stress the aforementioned groups show great difficulties on their self-supply of basic materials, food, clothes, school materials etcetera; therefore together with the literacy workshops, we offer guidance and humanitarian aid. The activities developed to alleviate the deficiencies of these collectives are as follows: - Campaigns of increasing awareness, information and reports. - Distribution of food and essentials - Contacts with other associations and organizations - Organization of meetings, cultural events etcetera - Carry out studies of discriminatory social situations - Publication of newsletters and articles. - Educational programmes: + Alfaigualate: literacy workshops for cross-border women and Spanish language for foreigners + Genre based violence workshops + Press workshops + Social skills workshops + Computer skills workshops + Educational workshops for children out of school. The main goal of these programs and workshops is mainly to teach these groups written and spoken Spanish, to help them to leave behind the social isolation they suffer, and help them to get into the way of social and work inclusion. The women we work with need to have access to resources that help them to improve their situation, independently of their social status or the ethnicity they belong to. The access to education, however basic, in addition to empower them and expand their options, also improves their situation and open opportunities to more social and economic resources. Working with the mentioned children it does not guarantee the eradication of their situation of poverty, but at least it gives them, throughout education, skills to be able to leave these impoverished situations and language skills to allow social interactions on their environments. On our program we are going to implement activities to develop school habits and also to develop basic social skills to boost the future integration of the children in the formal educational system.