"""Social Inclusion through Entrepreneurship "" was a project that focused on ensuring more inclusion of citizens with fewer opportunities by building their capacities on social entrepreneurship education. The project directly addressed the common concerns of European society such as inclusion of citizens and challenges for inclusion of people with different backgrounds. People at risk are the most common target for discrimination, especially when it comes to employment opportunities or other forms of realization of social rights. Each partner of the project is working on inclusion of citizens locally, but a common need to understand and learn from good practices in Europe is the most cost-efficient way to achieve a good multipliers effect.The project aimed to develop capacity of educators and leaders who are active and experienced in adult learning programmes, to design and deliver educational programmes to facilitate inclusion, and initiate employability. This was done by supporting the promotion of social entrepreneurship through adult learning programmes. The project provided space to innovate and exchange good practices on how adult learning programmes and citizens organizations in particular can serve as supporters and motivators for social entrepreneurship for people. It aimed to reduce the disparity in learning outcomes between different groups of learners (citizens with fewer opportunities and other citizens). This was done by promoting more employment opportunities for citizens with fewer opportunities and supporting them to become social entrepreneurs. Raising the capacities of the organizations to provide inclusive programs for entrepreneurship ensured participation of this target groups in the citizens activities provided by the partner organizations. The project was consisted of:- Training course on social inclusion in Germany that aimed to exchange good practices for the participants - educators, on social inclusion and how to approach citizens with fewer opportunities. Following this training the participants also offered coaching for their peers on social inclusion.- Training course on social entrepreneurship in Macedonia gave the tools for running workshops about social entrepreneurship and provided practical ideas.- Study visit on social entrepreneurship in Belgium that aimed to motivate the educators to understand how social entrepreneurship can support citizens with fewer opportunities to start their initiatives and get actively involved. Following this activity the participants of the study visit engaged in preparing and implementing the multipliers events-Multipliers events gathered more than 90 participants, educators and representatives of different organisations and institutions, to learn about the approach of entrepreneurship education. The participants were selected based on their potential to act as multipliers or to implement some of the gained information back in their reality. The partners included within the project, ""Center for Intercultural Dialogue"" from Macedonia, ""Wisamar Bildungsgesellschaft gemeinnuetzige GmbH"" from Germany and ""Out of the Box International"" from Belgium exchanged and summarized a joint publication on good practices which elaborates on the key concepts and methods, as well examples of successful social enterprises. It also suggests a training curricula offering the educators a core and advanced programme to work on the topic of social entrepreneurship.In addition, the educators and participants from the 3 countries benefited from the project, by experiencing new approaches in their work on unemployment, especially structural unemployment of people with fewer opportunities."

"Mass migration and the exodus of refugees has a great impact on receiving countries, leading to difficult integration and unwanted side effects such as xenophobia of the local population. Xenophobia, social exclusion, discrimination and discontent with the sudden awakening of the ""European dream"" can cause the marginalization and radicalization of migrants and their families with unwanted side effects, such as terrorist attacks. The Paris Declaration, promoted cooperation at the EU level and promoting citizenship and the common values ​​of freedom, tolerance and non-discrimination through education is one of the EU's priorities today in the ET2020.The New start project ""EUROPEAN CULTURE AND VALUES TRAINING FOR A SMOOTH INTEGRATION OF MIGRANTS AND REFUGEES"" emerged to respond to the training needs of refugees and migrants in the field of integration in their host countries. Numerous actions were being carried out in a dispersed manner in terms of citizenship education for migrants in various European countries, but there were no guidelines and examples of training materials for migrants and refugees working on more psychological aspects of attitude, expectations, pre-conceptions , prejudices and discrimination and that in addition ARE agglutinated in a single publication oriented to the professionals.The New Start project has developed a handbook for the trainer of migrants and adults refugees with orientations, modules and training units with examples of exercises to be carried out in the context of a class in order to acquire values ​​of freedom, tolerance and non-discrimination based on the European Union Charter of Fundamental Rights. The training materials are structured around five thematic areas: rights and duties, integration, European culture, gender equality and employment. The proposed training techniques include methodologies used in group dynamics of psychology or case studies used by business schools and transferred in an innovative way to the field of adult migrant and refugee training. They are intended to change the perceptions and attitudes of migrants and refugees for a better acceptance of inter-culturality, a better alignment of expectations, the dissolution of the concept of ""European Dream"" in a gradual manner and a better adaptation to the culture, habits and values ​​of the recipient European countries as prevention of conflicts, to achieve a better coexistence and integration to the host countries.The New Start project has also developed training materials for migrants and refugees that address aspects of habits, regulations, rights and duties, the procedure for obtaining legal residence or refugee status, and preparation for cultural shock on issues such as gender equality, homosexuality, to improve their socialization and integration as advice and Welcome Guide.The training materials ""Adult educator handbook for European training of migrants and refugees"", ""Tips to learn a new start in a new country"" and the ""Welcome guide for migrants and refugees"" are published in five languages: English, German , Italian, Spanish and Catalan and are published and ready for download by means of free licenses on the project website: http://www.acitassoc.org/new-start/ (ES), http://www.acitassoc.org/new-start/new-start-english/ (EN), http: //www.acitassoc. org / new-start / new-start-deutsch / (DE), http://www.acitassoc.org/new-start/new-start-italiano/ (IT), http://www.acitassoc.org/ new-start / new-start-català / (CAT).The project has been developed between November 2016 and February 2019, through 4 transnational face-to-face meetings and 7 Skype conferences where the partners have worked together to develop the training materials and manage the project.It has been achieved that 129 adult trainers and professionals providing guidance to migrants and refugees attended 4 multiplier events and were trained in the use of the products developed in this project.14,736 dissemination impacts have been achieved in social networks, web pages, emailing, face-to-face meetings through activities carried out by the consortium in the participating countries. Various publications have also been made in Epale platform to share the results of the project with a potential impact of 50,000 subscribers across Europe.The project partners are already using these training materials in their training courses and in the orientation of migrants and the majority of those attending the multiplier events NGOs social services of town halls, adult training centers, and other organizations for the integration of emigrants, have expressed their satisfaction and intention of use it in their job."

The main objective of TRAINNIG ACCESS is to promote and to facilitate the training in basic competences of adult unemployed people with low level of qualification, especially long-term unemployed people. We want to motivate and train the target group through specific tools adapted for their learning. Later they will be able to redirect their formative-work itinerary to a higher level. The final product consists on a platform for learning basic skills (reading, writing, maths and digital skills) it will be free access to the target group and professional workers who work with the collective. The platform contains different materials and tools to facilitate motivation towards the basic competences as to improve their level of knowledge. The Platform allows you to evaluate your level of competences and offers learning materials for trainers and for students. Within the materials of learning platform, it has been designed a scape room interactive game for the calculation training. During the execution of the project, 320 unemployed people with low qualifications and 132 professional (educators and head of centeres) participated, all of them from the 4 participating countries (German, Austria, Spain and Italy)

"There are huge challenges that Europe faces nowadays: the economic crisis, demographic changes, evolving labour market and need for new skills. The statistics show that the effect of aging will be difficult to eliminate after the year 2020. Numerous authors indicate that among the initiatives implemented in the Member States should be those relating to an extension of the retirement age as well as to introduction of legislative solutions facilitating the employment of people over 50. On the other hand, numerous surveys exploring the attitude of employers towards the employees aged 50 + point out that people in this age group are seen as unable to deal with the changing reality, basing their professional activities on a routine only and being reluctant to innovation. Respondents point to a lack of key competences among which are: poor knowledge or lack of knowledge of foreign languages, poor computer literacy and unwillingness to raise qualifications, which results in having obsolete skills. The reluctance of mature workers to change, and their lack of interest in further training translate into the difficulty in taking full advantage of their potential. Consequently, their work is inefficient and does not bring measurable benefits to the employers. All that has contributed to a recognition that adult learning and lifelong learning strategies should play a key role in the policies for social inclusion, competitiveness and employability. At the same time the benchmark target for adult participation in lifelong learning across the EU established by the Council at 15% by 2020 is far from being reached. It shows how much there is yet to be done.We addressed the project to two target groups. The first one involves training staff, coaches and training organizers in adult education from 4 partner countries: Poland, Italy, Germany and Czech Republic. The choice of both project participants and participating partner organisations is made in the way that ensures a variety of perspectives, which are supposed to provide fruitful experience exchange as well as a comprehensive view and approach to the development of the project results. The other target group consists of people aged 50+ as a disadvantaged social group of people who while left on their own would be exposed to social and professional exclusion due to their age and low qualifications.The main objective of the project was to develop innovative methods of reintegration and activation of people aged 50 +. It involves the following measures: targeting this special social group, recognition of their barriers, needs and expectations, recognition of key competences, breaking the barriers associated with age, often worse state of health, anxiety, alienation, a sense of “being behind the today's world"", etc., motivation to take up new challenges, encouraging lifelong learning, and teaching foreign languages and basic ICT better adjusted to elderly needs and possibilities. Innovative solutions in adult education are especially important also for the reason that the previous actions targeted in particular at the unemployed in this age group did not deliver the expected results. In spite of special support designed for people aged 50+ (e.g. strategic criteria in ESF based projects) there are no explicit methodologies of dealing with the process of motivating and training. Numerous preferences at the stage of recruitment facilitating the participation of the elderly in these projects often do not translate into the expected results (trainings interruptions, not keeping pace with curricula, not taking exams, worse exam pass rate, etc.).The impact of our project on this target group will be of a long-term nature contributing to more efficient process of encouraging lifelong learning and in result, extending the period of professional activity. The developed solutions related to active ageing are also expected to reawaken self- esteem, feeling of being needed and the desire to live fully in older people. The psychological aspect is an important part of the whole process which in the long run will lead to a sense of satisfaction and fulfilment.An important result of the project was also include the improvement of competence of project participants through the exchange of experience with international partners as well as staff training and workshops. Jointly developed solutions will be checked in practice during the testing period provided in project and a guide including recommendations and guidelines for the implementation and application of the new methodologies is available for the general public.In view of the universality of the issue of too short period of professional activity in Europe the positive impact of the project will be visible at all levels: local, regional and European level. Methodologies and good practices developed within the project will be implemented on an ongoing basis in partner institutions and disseminated on the outside."

The aim of the project “E-process in e-learning” was to find a way of inclusion ICT tools to trainers of adults' work and methods related to methodology of adult learning. The second aim was to increase knowledge in the field of open data resources, which can and should be used in nowadays learning, especially in distance learning.This project has combined the experiences of Partners from Poland, Belgium, Germany and Latvia in non-formal education and especially in e-learning and learning adults.Poland: NGO’s Trainers Association - Polish national, independent non-governmental organization. ince 1998 we help trainers working for the development of civil society at different stages of their careers. We run Trainers’ School (primary, advanced and specialized) as well as individual and group supervisions. We support coaches and trainers in individual professional and personal development.Latvia: Centre for Education and Innovation Research is a non-profit research institution, acting in the field of education and research.Germany: Wisamar non-profit orientated organisation in Leipzig, Germany, active in the project coordination in cultural, vocational and adult education.Belgium: The New Media School is a non-profit organisation. The NMS tries to enhance and to realise the educational use of new media in society and education.Participants: target group of the project are: trainers, facilitators, educators, project managers, who design distance learning processes and ICT experts. Below listed activities was taken during the project (from 09.2014 till 08.2016):• Research in each partner country regarding distance learning, finished with report (analyzing of the contents of e-learning access in each partner countries, the way of implementation of e-learning, what tools are used, what is the role of the trainers, how much the students are involved, what are their tasks to do.)• ToT (Train the Trainers course-seminars) for staff of the partners’ organizations (trainers, managers, experts) from each partner country (theoretical concepts, methodologies, methods, instruments, tools and techniques of a training: distance learning course). • Manual for trainers (about 40 pages), it contains: recommendations regarding ICT tools and active methods in adult learning, good practices.• Open Source Trainer Box (presenting all materials and outputs of the project and data and other useful information and open resources for trainers of adult)• 3 local dissemination events: in Germany Poland and Latvia. Their aim was a dissemination of the model of distance learning process, discussion about the challenges in this area.Each activity will take into account special needs groups, threatened by social and e-exclusion: elderly people or blind/visually impaired.Results:- 4 national reports of ICT used in non formal adult education (e-learning, b-learning, mobile-learning, others)- Manual/guide for trainers and educators using distance learning in learning process- 3 ToT programes for trainers interested in using distance learning in learning process- Trainer Box about Open Data Resources consisting of useful information about new technologies in learning