"Young people today are growing up in a globalised world and are processing information from a wider variety of sources than ever before. They need the critical literacy skills to navigate the potential pitfalls when consuming news, particularly when using online sources and social media. Media literacy is crucial for sustaining democracy by knowing which information sources to trust and which media are trustworthy. It is important to recognize and see through propaganda and sometimes “read between the lines”. “No Alternative Facts” addressed this challenge in an adult education context through an innovative train-the-trainer format which aims to: - Provide adult educators (the direct target group) with useful skills and action-oriented methods on how to develop young people’s digital competence - Enhance digital competence of young people 15-25 (final beneficiaries), especially with a low level of education and training - Thus increasing Critical Digital Literacy, especially critical thinking skills, of young adults in the age of ""Fake News"". Adult educators’ professional competence are enhanced by the attitudes, knowledge skills necessary to apply the innovative “No Alternative Facts” approach: In most competence development processes action-oriented and productive methods are most effective on developing critical thinking. Therefore the final beneficiaries, the young adults, will be encouraged to describe their own experience with fake news in the internet in small videos and other multimedia formats and place it on an online gamification environment. After analysing their experiences, the young people themselves develop learning quizzes to test peers about their knowledge of ""Fake News"", Misinformation and Disinformation and how they can be detected. Consequently, the train-the-trainer offer for adult educators will contain the following elements: - Awareness and basic knowledge about ""Fake News"", Misinformation and Disinformation and about tools to detect them (watch websites, analytical methodologies etc.) - Insight into how ""Fake News"", Misinformation and Disinformation is created, can be spread and manipulated in social media - Introduction to game-based learning and quiz-based learning as methodologies for competence development and empowerment - Practical tools for media and quiz production in the classroom In terms of concrete products “No Alternative Facts” developed - A Situational Analysis Report on how young people experience fake news - A Train-the-Trainer Format for adult educators - A Toolbox of resources for Adult Educators - An Online Gamification Environment “No alternative facts” was put into practice in a Transnational Training Activity with 21 adult educators, who then piloted the approach with young people in their respective country. 127 more adult educators and multipliers were informed about the project outputs and instructed how to use them in multiplier (mainly virtual) events, and a total of 432 young people were directly involved in the project. The main outputs will be continued to be offered online after the end of the project via the project website, www.noalternativefacts.net, through the Toolbox of learning materials (including e-learning formats of the training modules), resources and useful instruments, and the Gamification Platform. These have all been designed in a way which makes it easy for adult educators to apply “No Alternative Facts” training and game-based learning opportunities in different adult education contexts and with young and older adults alike. The partnership is led by Apricot, United Kingdom, and has experienced adult education providers from Germany, Austria, Bulgaria, Sweden and Denmark as project partners."

"FRAMING: ""You are Steve Miller. An aspiring composer from England who's come to Austria to find inspiration from Ludwig Beethoven’s work. You've arrived in the city of Vienna, where you are to meet your friend Maria and get the address to the Vienna concert hall. There you want to meet the conductor of a current Beethoven concert and to get some further information about what makes Beethoven’s compositions so special. But first, you have to learn the language and culture of Germany - and then, you'll meet Beethoven himself.""CONTEXT & BACKGROUND:Insufficient language skills by a large group of EU citizens (and of migrants in the EU), of which some 3% reside in a member state which is not their own, and shared by the large flow of immigrants and refugees from third-countries, will most likely impact their professional and personal opportunities negatively. This fact, coupled with the observation in the application referenced 2016 Benefits & Costs report, which revealed that after 2014 multilingualism ceased to be an EU priority, while the aspiration to support ""united in diversity,"" remains, prompted the desire to develop a tool which could support that aspiration.The main aim of the EUROSIM project is to support the multilingualism aspiration, by providing the project's target groups: EU citizens or not, employed/unemployed, NEETS, migrants & refugees as well as teachers of foreign languages, with the means and tools of learning and teaching the language and culture of additional languages. OBJECTIVES: The project's main aims were to: - Support and enhance the learning of at least 2 different European languages and cultures (EUROSIM includes: English, German, Italian, Spanish, Greek and Danish). - Promote European linguistic and cultural diversity / increase intercultural competencies - Provide the chance for self-study / in-class teaching / blended-learning opportunities To achieve these objectives, the EUROSIM/HUNT for EUROPE (HFE) Platform was developed. EUROSIM is a Serious Game which combines:1. ""the Skill Builder/Pronunciation Trainer(PT):"" an interactive lesson-filled, digital bookstyle learning environment, where the learner acquires the target language (words and sentences) and culture, while practicing his/her oral proficiency against an Automatic Speech Recognition system. The Skill Builder is very multi-media based, also containing interactive exercises and quizzes.* The learner then accesses: 2. The ""Game environments,"" or 3D simulations of real places, with curriculum based objectives to accomplish and tasks to do. Here the learner is asked to navigate one of the target languages 5 3D environments, while utlizing the linguistic and cultural knowledge obtained in the skill builder, in order to fulfill a series of objectives, finally locating one of the cultural icons of the games.NUMBER & TYPE OF PARTICIPANTThe project's primary target group is adults in general: EU citizens or not, employed/unemployed, NEETS, migrants and refugees. The secondary target group is teachers of adult learners. The project partners were chosen based on their contact to the target groups, their ability to reach them both during and after the project and their interest in integrating the EUROSIM platform in their ongoing effort.Approximately 15 teachers/educators were involved in the development of the actual curriculum; Approximately 70 testers (native or near-native speakers) were involved in User Testing and bug reporting of the developed platform; Approximately 270 teachers/educators/learners were directly involved in the actual testing of EUROSIM. MOST IMPORTANT ACTIVITIESThe 5 parter meetings; Development and adaption of 30 language and culture learning lessons for all partner languages, to make it suitable for the VIFIN Course Creator E-learning Platform; Description and development of story-line for the games (5 game scenes per country, 30 scenes in all). Description of places, people and their dialogue and the happenings.10 person, per partner, usability testing of the e-learning curriculum and games40-60 person, per partner, end-testing of the e-learning curriculum and gamesRESULTSThe results of the project are that there is now an online curriculum available for teachers, learners and interestees via huntforeurope.eu, where the language and culture of all partner languages can be learned both via the e-learning platform, but also via computer games giving the learners a chance to practice their skills in a simulated real environment, with realistic cultural and verbal interaction. In addition, based on user feedback the partnership decided to develop apps for IOS and Android (not stated in application), to increase use and dissemination*originally intended as threesections, but the skill builder & PT sections were merged as it was found that simply saying a list of 500 words and receiving feedback was too tedious a way of learning."

Ethnic diversity management and migrants’ integration in the labour force constitutes a major challenge for the EU. The increasing flow of TCNs (immigrants and refugees), which is rising due the recent refugee crisis, together with internal migration of EU citizens continues at a rapid pace. The resulting ethnic inequalities among a diverse workforce in the EU implies an immediate action. Considering that ethnic diversity is a complex issue to deal with, the role of social partners is deemed critical. Both trade unionists and employers’ organisations need to acquire specific skills and knowledge and be aware on inequalities, discrimination and inclusion process in order to meet their organizational needs and contribution towards handling ethnic diversity and promoting migrants’ integration at workplace level. Social partners need also to acquire conflict resolution skills, knowledge of the relevant legislation, and of good practices and policies. Against the above background, the principle objective of the project is to improve the skills, knowledge and competences of social partners in addressing ethnic diversity in EU SMEs. To this direction, other objectives of the project refer to the enhancement of the quality and relevance of learning, the strengthening of migrants' key competences to integrate into the labour market and society and the exchange of best practices.To achieve these goals, the project brings together a partnership network consisting of eight organisations from five EU countries: Cyprus, Denmark, France, Greece and Italy. Despite the different realities of migrants’ integration in each country and the complexity of social dialogue in regards to SMEs, a closer look reveals that the participant countries are found - if not in the same - in very similar situation to the reception of migrants. Considering the synthesis of the network, built based on their field of expertise, the project allows the interdisciplinary approach to the problem. Specifically, the partnership involves research and academic institutions (INEK-PEO, the University of Milan), migrants organisations (KISA, IRIV), social partners (INE/GSEE, IME/GSEVEE) and VET centres (ENAIP, VIFIN) that have long experience in national and community action, research activities, tripartite social dialogue and policy interventions. In the above context, the project partners have been selected by their experience and capacity but also due to their position in relation to the inflow of immigrants. Cyprus, Greece and Italy, are traditionally immigrants' reception countries currently encountered huge inflow of immigrants due to the recent refugee crisis. The capacities of the front-line countries need to be strengthened in terms of diversity and conflict management. Therefore, the knowledge of experienced countries in the field of ethnic diversity and conflict resolution is considered of great importance to the project’s objectives.The nature of the main activities of the project are research base and training activities. The ultimate purpose of the research activities was the provision of contextual framework directed to an improved understanding of ethnic diversity in SMEs of the participant countries; this framework was a source for the designing of the training and educative materials of the project. In this way, the findings of the research activities had an essential role to the formation of the core outputs the project. In relation to the training activities developed in the frame of the project, they contextually correspond to the different - and sometimes conflicting - interests and needs of the various target groups including: training for social partners, development of training material and other educational tools for both social partners and migrants. The main results/outputs emerged from the activities of MigrAID are: a) A comparative research report on migrants’ integration and ethnic diversity in SMEs in the respective countries, b) a training manual directed to migrant populations, c) a VET programme for social partners, d) a training curriculum for social partners, e) an ethnic diversity guide for SMEs, f) an Educational on-line Platform and g) a Conflict Resolution Simulator.

Report is all in english

The aim of the PRISMA project was to discuss and exchange promising practices about active strategic inclusion of migrant communities in the decision processes as regards programme planning in adult learning organisations. This has been done between the partner organisations and other institutions and networks in the field - particularly migrant and refugee self organisations and networks - that were incorporated to the partner organisations at regional/national level. The identified good practices has been shared between the partners. Background of the project was that plenty of adult learning institutions across Europe are addressing migrants as beneficiaries. As regards social inclusion of migrant communities, there are still obstacles to be overcome: Migrants are often seen as recipients of education in the fields described above. What is often lacking is a real active participation throughout the portfolio of adult learning activities, like political, social education etc., addressing migrants as both recipients and providers of knowledge. To improve effective adult learning strategies towards migrant communities, it is necessary to actively include migrant communities in the mid and long term development of adult learning programmes. This is crucial for a successful inclusion in the educational field, since particularly in adult education mechanisms to include learners into strategic decisions are rarely applied. Basing on a common understanding about opportunities and limitations in the active strategic inclusion of migrant communities into strategic planning, the project consortium developed a catalogue of criteria to identify good practices in the strategic involvement of migrant communities in adult learning. On the basis of these criteria, the project partners developed a grid for assessing good practices, which has finally been further developed into a self-assessment form for adult learning providers. With the help of this assessment form, adult learning institutions will be able to check their level of active participation of migrants and migrant communities towards the strategic inclusion into programme planning. Besides, the use of the assessment form can foster self-reflection on these issues within organizations, thus contributing to the organizational development. The grid offers an opportunity to a deeper understanding of the organizational stat-of-the-art as regards migrant inclusion in programme planning. Both assessment form and grid have been tested by the partners individually in several local organizations and projects. The tools developed in the project can be downloaded on the project website, on the EPALE resource centre, and on the Erasmus+ project results database.During the project lifetime, the partner organizations met three times in person (in Germany, Lithuania and Cyprus, while due to the pandemic restrictions the last 2 project meetings were held virtually. In the project meetings, representatives from local organisations (migrant organisations and adult learning providers) were involved in order to discuss and contribute to the project outcomes. Further online gatherings between the meetings were held to ensure the quality of the partnership activities.