“WorKit: Job Language Kit for Migrants” aimed at facilitating the access of adult migrants to the labour market of the host country through equipping them with a set of language and communication skills necessary for finding a job and providing them with information about local labour market opportunities in 5 EU countries (The Netherlands, Italy, Spain, Bulgaria and the UK). WorKit addressed EU policies on migrant integration and adult language education through the application of innovative context-related and learner-centred tools providing language information linked to the migrants’ immediate needs for employment. The main project products provide language information on work and employment, addressing specific areas in the process of seeking, finding and keeping a job. Thus WorKit allows migrants to quickly achieve progress in adaptation and language learning, directly help them to find their place on the labour market and match requirements and needs of employers. The WorKit objectives were focused on:- Improving language competences of adult migrants for the purposes of labour market orientation and participation- Developing attractive products for non-formal language learning and thus improving the capacities of organisations working for the integration and language training of adult migrants- Facilitating the access and inclusion of adult migrants into the labour market by providing them with employment-specific information for local labour market regulations in 5 EU countries with urgent migrant integration needsThese objectives were achieved through the development of the Job Language Kit for Migrants and its on- and offline learning applications – a high-quality, attractive language tool with educational and informative character developed as a multimedia product creating and improving language and communication skills on employment matters through language learning approaches in diverse forms. The Job Language Kit includes three elements (Textbook, Phrase Fan and Route Map) providing employment-related language information divided into different topics and necessary information on work and employment issues in each partner country. The Kit was produced as a paper-based product in 1,000 copies in the 5 partner languages (NL, IT, ES, BG, EN) and spread among numerous migrant organisations and language and VET providers working with adult migrants. The Kit is supported by an Online Interactive Tool and a Mobile App which are based on the content of the Kit and offer instant, on-the-go support to migrants in their job seeking through animation, audio and video materials. The WorKit outcomes address, on one hand, adult migrants, but on the other, also (volunteer) educators providing language training to migrants. They were offered new attractive methodologies and products, encouraged to multiply their effects at local level and apply them in a language teaching environment in order to improve the quality, attractiveness and accessibility for migrants. The Job Language Kit and its on- and offline applications were piloted within 7 demonstrational workshops training 91 (volunteer) educators to use them with learners. The training workshops created a substantial multiplication effect and numerous follow-up events demonstrating the Kit were organised both by the workshop participants and by the project partners upon request from organisations. The Job Language Kit was provided to more than 100 migrant organisations and language providers which are currently using it within numerous language courses for migrants. In addition, 10 events for exploitation and sustainability of the project results were organised involving over 280 relevant stakeholders. The WorKit project was widely disseminated within over 120 dissemination events reaching more than 8,000 people; thousands more were reached through social media (Facebook, LinkedIn) and online dissemination. All materials developed under the WorKit project are available on the project website (www.workit-project.eu), which already has registered nearly 5,000 unique visitors and 450,000 hits.

The BRIGHT-NIGHT project aims to improve the visibility and image of researchers among the common people in the Tuscany Region, simultaneously with all the initiatives of the European Researchers' Night (ERN). The name BRIGHT, coined in 2013 and used in the subsequent ERN editions, was kept for the 2020 project because it is now established and recognizable throughout the entire academic community, the media and the population of Tuscany at large. Nonetheless, after 6 years it was deemed advisable to refresh the brand for the new edition adding “NIGHT” for playing on the concept that it will be a night in which the future will seem brighter thanks to the outcome of research and the passion of researchers. The project is scheduled for the year 2020 and will last from Friday to Saturday on the date scheduled for ERN. In these two days there will be hundreds of fun and exciting activities that will involve the main Tuscan cities, that will follow on from a set of preparatory events. The 20th anniversary of the European Charter of Rights and the 2030 Agenda of the United Nations constitute the framework within which the topics will be developed and declined in the directions of social and environmental sustainability. BRIGHT-NIGHT will involve the population, and in particular young students from primary and secondary schools, through the project of some scientific citizens and through pre-events spread throughout the period. This long-term involvement aims to create a strong link between researchers (who will also participate in a course on scientific communication), young students and the general population in order to make researchers more "familiar" and better understand to people how researchers work and live and why to trust them. The locations of the activities are: university premises, museums, botanical gardens, institutional buildings and especially streets and squares in the city centres.

What is a digitally competent language teacher in adult education? In Europe, there are rapidly changing demands for the profession of language teachers in adult education which require new or updated skills and a broader set of competences. The era of digitalization is involving the field of language teaching which means that the teachers have to improve their own digital competences in education to perform on a contemporary and competitive level and enhance the experience of their students, incl. migrants/refugees, literacy learners, senior people etc. Apart from a European profile of a digitally competent language teacher, the project “Integrating Digital Education in Adult Language Teaching (IDEAL)” will develop a hands-on approach with examples and tools for language teachers on how to establish digital competence in language teaching in their daily practice. Additionally, an OER platform will provide video tutorials and additional information for language teachers all over Europe. An innovative character of the project consists in the development of project activities and outputs based on the Digital Competence Framework for Educators (DigCompEdu, 2017) and the updates of Common European Framework of Reference for Languages (CEFR, 2018).The project consortium with partner organisations from Germany, France, Poland, United Kingdom, Spain and Italy, all of them involved in language teaching activities with adults, follows the project objectives:1) to provide language teachers in adult education with all the skills and competences needed to deliver their high quality work in the digital era2) to support the professionalisation of language teachers in adult education, in particular with regards to the rapidly changing demands in terms of digital competence for educators3) to provide open education and innovative practices for language teachers in adult educationFor this reason the project will deliver following planned activities and outputs:- Mapping content for digitally competent language teachers with the development of an overall report containing information about current situation of language education policy and programmes in the context of digitalisation, the use of digital tools in teaching process, good practices for use of digital technologies to enhance innovate education and training etc. The report will be available in six main European languages (EN, DE, IT, ES, FR, PL)- European profile of a digitally competent language teacher in adult education (in EN, DE, IT, ES, FR, PL) covering the requirements of DigCompEdu as well as CEFR with new descriptors and described in learning outcomes under the headings of knowledge, skills, responsibilities/autonomy. A self-assessment tool will also be part of the profile. - Open educational resources for language teachers available in six main European languages and containing 120 innovative and good practices and video tutorials aimed to facilitate the practical implementation of the digital contents in learning environment. - 1 Short-term joint staff training- 6 Multiplier Events: Final Conferences in all project countriesThe project is addressed to language teachers in adult education including those working with migrants, refugees, low-educated, seniors; literacy teachers for migrants; volunteers engaged in language teaching; adult and language education providers; language course planners/ teacher trainers; key stakeholders and decision-makers for language learning and digital education.More than 210 language teachers will directly participate in the project by self-assessing their competences, describing their needs and best practice and/or getting trained and at least 6000 people working in language teaching or being stakeholders will be informed about the project. The desired impact of IDEAL-project is to raise active participation of language teachers to strive towards becoming more digitally competent and make use of digital pedagogical approaches and methodologies, innovative tools and resources developed to effectively face the emerging trends in the education process. The innovative European profile will collate the knowledge, skills and responsibility/autonomy of a digitally competent language teacher. The availability of OER platform with innovative and good practices and videos in six main European languages (EN, DE, FR, ES, IT, PL) will ensure the transferability and sustainability of project outcomes upon completion of the project.

"RiUscire intended to take advantage of the multi/plurilingual and intercultural dimension of the prison context to turn it into a place of resources, empowerment and rehabilitation through integrated training courses addressed to foreign prisoners, prison staff and teachers working in prison. Starting from the coexistence of cultures and languages in a place of forced residence RiUscire aimed to:- Enhancing inherent multi/plurilingualism and cultural diversity in the prison context; - Promoting adult education in the prison context through intercultural communication; - Developing linguistic-cultural and linguistic-professional skills of detainees for the social and occupational reintegration;- Providing operators with the tools for a better understanding of the process of communication with foreign prisoners and to teachers with a teaching methodology designed to optimize the results of training courses for the target public (foreign prisoner). As called by the European Commission (Budapest 2010) on the promotion of best practices in prison, ""Pathways to Inclusion"", the present project at longer term, contributed to transforming the prison environment from a European point of exclusion and deprivation in place of enrichment and preparation for reintegration into society.To achieve these target groups, the project foresaw a partnership composed by five universities from five different European countries (Italy, Germany, France, Spain and Portugal) all of them with a large experience in second language teaching and/or teaching in prisons. The project also involved the Italian Institute for Penitentiary Studies (ISSP). RiUscire built a capital of social relationships with other key stakeholders such as: Prison administrations; Offices and organisations for the treatment and educational training of prisoners; organizations and universities that lead research inside of the prison context.RiUscire used a methodology based on a participative approach aiming to produce best practices addressed to meet the needs of disadvantaged groups (foreign prisoners) and those with which they are involved every day for their professional activities by managing linguistic and cultural diversity.In qualitative terms the expected results for foreign detainees provided an improvement of language skills, a greater chance of re-employment and eventual marketability of the skills acquired in the territory; a decrease of tension due to misunderstanding of events; the growth of self-esteem; the opportunity to participate in a pleasant and useful activity; the certification of linguistic and professional skills for social reintegration.For penitentiary staff, RiUscire provided an extension and upgrading of professional skills; improved interactions with detainees; a decrease of conflict situations and consequent stress; an increase of intercultural competence.For teachers, the project provided a to achieve a greater understanding of the socio-cultural backgrounds of foreign prisoners; a greater awareness and understanding of the interactive dynamics with foreign prisoners; an increase of intercultural competences; a study of L2 teaching approaches to this specific target public.At the quantitative level the results will be made of the documents produced by the network (working guidelines, analysis methods of socio-cultural aspects, reports of best practices) by online services (website), by the development and testing of methodologies (syllabi and teaching materials, training, assessment tools and evaluation) and by language professional portfolio (for inmates, prison workers and teachers).The penitentiaries involved will change their internal communication approach as a result of the project actions and benefit from a less confrontational atmosphere, more operational and really aimed at recovering. The foreign prisoners, as the direct beneficiaries of RiUscire, will be able to improve the situation of conflict due to misunderstandings of language and culture and will have the possibility of achieving an education at the same time promoting personal values and instrumental allowing the possibility to use the competences acquired during and after detention. The activities are: mapping of training activities conducted in contexts prisons of partner countries aimed at foreign inmates, L2 teachers and prison workers; development, implementation and validation of training activities of mediation and communication intercultural addressed to teachers and prison workers that provide a synergy of laboratories in the presence and use of new technologies (ICT) and OER; development, implementation and validation of training activities to skills linguistic and professional; definition of criteria for the evaluation and accreditation of interlinguistic and intercultural skills."

"The project ""Teacher Education About Multilingualism"" (henceforth TEAM) aims to educate pre-service and in-service teachers in HEI settings about various aspects of multilingualism and bilingualism (the term bilingualism will be used to capture both). Basic and up-to-date knowledge about bilingualism is often missing from teacher training curricula in HEIs across Europe, bilingualism often being mentioned in the context of educating students with special educational needs. This situation is unsatisfactory in present-day Europe, where migration both within the EU and from non-EU countries is a major contributor to demographic change. Teachers who have been working in previously homogeneous communities are increasingly more likely to have students with the experience of migration in their classrooms, both migrants and re-emigrants. Against this background, it is vitally important to provide teachers and future teachers, as well as other education professionals, with basic knowledge about bilingualism and multilingualism in the context of education.Therefore, TEAM aims to:1. strengthen the professional training of teachers and other educators in HEIs by preparing them to better deal with linguistic and cultural diversity in the classroom,2. prepare teachers and other educators to better respond to the needs of students with migration backgrounds by making their teaching more socially relevant and inclusive,3. improve the quality of academic instruction by creating a new interdisciplinary course curriculum and teaching resources linking teacher training with relevant and up-to-date bilingualism research.In order to meet these objectives TEAM will develop an innovative and flexible course and an open education resource that will make state-of-the-art, research-based knowledge about bilingualism available to pre-service and in-service teachers in HEIs. To bring research results into the classroom, audiovisual learning materials will be prepared in the form of interviews with leading researchers in the field of bilingualism, along with accompanying learning activities. The materials will be used either as a separate course, or to complement existing modules and courses at partner universities in both traditional classroom and/or blended-learning environments. Once all the learning materials and activities are classroom-tested, an open education resource of teaching materials and learning activities will be created and made available to students and academic instructors, practicing teachers, other education professionals (e.g. educational psychologists, speech therapists, counsellors) as well as other interested stakeholders (e.g. parents of bilingual children). To ensure high quality of the final course and the TEAM resource, all the learning materials and activities, as well as the TEAM open education resource, will be externally peer-reviewed by experienced university teachers and bilingualism researchers from partner universities across the Bilingualism Matters network.It is estimated that ca. 500 students will take the course at partner universities as either an obligatory part of their teacher training or as an elective during the project lifetime and the course will be incorporated into teacher training curricula after the project's completion. Well over 300 academic instructors, teachers and other education professionals are to be involved in multiplier events run in 9 countries. The TEAM open education resource will be made available freely to students, academic instructors and other education professionals and stakeholders beyond the current partnership.Through educating teachers, TEAM aims to promote informed attitudes and approaches towards bilingualism in education, which should lead to more informed decision-making at all stages of education and in a variety of educational contexts, which in turn should increase educational opportunities of children with the experience of migration and should facilitate integration of migrants into their recipient communities in the longer term."