<< Objectives >>The aim of this project is to reduce the impact of a digital world of work on people with disabilities and to identify the actions needed to shape a more inclusive future of work from a disability perspective.Throughout this project, the main levers for ensuring an inclusive digital labour market will be identified: 1. Ensuring accessibility for people with disabilities2. Promoting digital skills among people with disabilities3. Promoting digital employment among people with disabilities.<< Implementation >>- PR1 - development of the theoretical and practical material to use by teachers, profesionals and volunteers who works with IDPs- PR2 - development of digital labs (practical methodology for learning the digital tools developed in the manual).- Local training activity - each partner will train 15 persons<< Results >>To develop a clear and simple methodology, taking into account the people to whom it is addressed, that will help them to expand their digital capabilities in the three main areas:1.- RRSS2.- Microsoft tools3.- Online communication- To provide a training manual of these skills included in the digital labs to improve the social and labor inclusion of the intellectually disabled persons.

"ePassport project aims to reinforce the capacities of organisations working in the field of VET and improve their techniques and methods of preparing and following-up online their beneficiaries participating in a hybrid and virtual mobility project. For these reasons, ePassport consortium will develop, within the two year of the project, innovative, inclusive and sustainable material: two online training tools and two online guides. The aim is also to adapt these tools and guides to be used by VET structures not only throughout the partners' countries but also throughout Europe. The consortium is composed of four partners: ADICE in France, Forum Educativo in Spain, KERIC in Slovakia and KANE in Greece. All partners are located in territories on which unemployment has an impact and where opportunities such as European mobility programs are less present. This situation was aggravated by the COVID19 crisis and led to an alarming unemployment rate in Europe. This is further reinforced by the fact that unemployment situations and inactivity have a heavy impact on the mental health of individuals. Thus, hybrid and virtual mobilities are a way out for these people to face the Covid-19 crisis by allowing them to remain active, to continue training and acquire key skills for their employability while preserving their motivation and their European commitment. Altought, the COVID19 crisis found the majority of the European organisations unprepared to carry out their activities efficiently online, without the appropriate tools and resources. This is why the implementation of an online training and the endowment of the organisations with qualitative tools and skills is a must.The partners of the ePassport project will therefore undertake the creation of 4 intellectual productions: a) The IO1 ""Participants ePassport"" will be developed to help future VET participants build their project during a distance preparation and follow-up.b) The IO2 ""eGuide for online predeparture training"" will be a user-friendly and adaptable tool for professionals in the vocational education and training field that will increase the access and knowledge to existing tools for online training implementation through the creation of an online guide.c) The IO3 ""Hybrid and Virtual Mobility eNotebook"" will be developed in order to ensure the support and continuous contact between organizations and the participant during a hybrid or virtual mobility.d) The IO4 ""eFollow-up guide"" will aim to improve remote monitoring of the participants during hybrid and virtual VET mobility.The resources will be open source, freely consultable and downloadable via the project partners websites in English and in the other project languages. Users will be able to tailor the materials to the needs of specific target groups.In order to do so, each organisation will be in charge of organising a multiplier event in its country where the four intellectual outputs will be disseminated and evaluated. By the end of these events, it is expected that the participants are made aware about the new existing tools and have a good understading of where they could find them online and how to make use of them. The Multiplier events will take place in:a) One Multiplier event in Roubaix, Franceb) One multiplier event in Seville, Spainc) One multiplier event in Kalamata, Greece d) One multiplier event in Cacda, Slovakia The ePassport project will directly involve 40 vocational education and training workers and 50 participants to mobility projects, including at least 20 with fewer opportunities. The impact of ePassport project will be on the number of vocational education and training workers trained. It will also be on the future hybrid and virtual mobility participants that will receive a personalised support in order to be well oriented and prepared to benefit from hybrid and virtual mobilities in terms of competences, professional and personal experience. Also, by maximizing the follow up of participants by vocational education and training workers, and the capacities of the people with fewer opportunities while undertaking a hybrid or virtual mobility, the desired long-term impact is for these participants to have more opportunities to access employment after the end of their mobility. The project also aims to have a positive impact on the wellbeing and safety of the participants, especially those with fewer oportunities in a context where people lose the moral because of economic crisis as a consequance of the COVID situation. Overall the project partners expect that the results facilitate the work of VET workers in the COVID context and equip them in the digital era with innovative tools to overcome the actual needs."

<< Objectives >>The InfoReady project aims at preparing adults to become critical users of online information and empower them to critically evaluate social media and resist disinformation. Adults will be supported in conducting online media research and filtering fake-news content. A mobile application will be developed including readiness schemes for adults’ digital literacy and resistance to disinformation, as well as activities for adults to enhance digital literacy and disinformation filtering skills.<< Implementation >>Partners will implement the following activities:1.Design and development of a readiness scheme, curriculum to prepare adults for dealing with disinformation, as well as a platform and mobile application 2.Training of adult educators and adult learners on the effective support of adults towards developing resilience skills in relation to disinformation, through the readiness scheme and curriculum3.Development of Documentary to demonstrate the outcomes of the project and user testimonials.<< Results >>InfoReady aims at creating a resilient and misinformation-resistant society with citizens that are digitally savvy. It will enhance the capacities of adult educators to deliver online information literacy education using the InfoReady material and mobile application with adult learners. It is also expected that there will be a powerful exchange of good practices and enrichment of knowledge promoting the importance of using digital tools to enhance adults’ readiness to misinformation.

<< Background >>EU faces a huge challenge, the socio-economic inclusion of the increasing population of the target group of this project: Migrant Low Qualified Adults (MALQs)Eurostats: the EU unemployment rate was 7.3% in January 2021, up from 6.6% in January 2020. https://ec.europa.eu/eurostat/documents/portlet_file_entry/2995521/3-04032021-AP-EN.pdf/cb6e5dd6-56c2-2196-16b7-baf811b84a4fSituation gets worse in some of the consortium partners countries:Greece 16.5%, followed by Spain at 16.1%, Italy 9.9%. Situaion becomes really serious when focusing on the MALQ population: the EU-27 unemployment rate for people aged 20 to 64 years was 12.3 %, for those born outside the EU, 7.3 % but for those born in another EU Member State and 6.0 % for the native-born population. Diversity of the migrant community: Eurostat shows that EU migrant population growing rapidly in number and diversity. Practical and inclusion education is more important than ever.Eurostats: https://ec.europa.eu/eurostat/statistics-explained/index.php/Migration_and_migrant_population_statisticsThe Digital Inclusive Business School (DIBS) will support the EU and the Eramus+ program to promote and include vulnerable groups such MALQs by developing a holistic inclusive business and support. This mail goal will subordinate and inspire the totality of the projects results and outcomes.DIBS will offer a long-term and lifelong solution that will finally encourage the development of blended enterprises where migrants and locals will work together to create new enterprises.MALQs will then be capable to fully integrate socio-economically, breaking up exclusion barriers and the ghettos to finally enjoy and be proud of the migrant origin and full citizenship rights.Also, DIBS will set up the path to promote a Pan-European network of Business Inclusive Business Schools resembling top private business schools.Below you will find a list of MALQs main needs.- DIBS e-platform will address their limited study time during working hours as well as the lack of study habit. The platform will also break geographical barriers (a large percentage of the immigrant population lives in rural areas or the suburbs of big cities)- DIBS tailored content will address their specific training needs of their businesses - DIBS modularity will address the learning flexibility they need. - DIBS will include a digital module to address the need for digital training.- DIBS blended learning methodology will support their need to be mentored during the training. The platform will have a video conferencing capability to provide online coaching and mentoring. - DIBS will create a network of users to address the need for a supportive community and a marketplace of business ideas for migrants. - DIBS strong partnership combines top business education with organization working at the grassroots. This addresses the need for high-quality but tailored education adapted to their need’s indication.- DIBS will certify the study of their modules so they can get local recognition from training companies or universities. The certification will target integration and inclusion.- DIBS business case methodology will address they need to have practical content and practical tools to develop their business from the minute one.- DIBS sustainability plan will promote the creation of digital business schools all across Europe to create a network of sustainable business ideas and to raising public awareness about the opportunity of embracing migration into the social economic future of Europe.- DIBS will include a specific module about environmentally friendly businesses to address the immense and urgent need to fight against climate change.<< Objectives >>We will keep in mind the fundamental DIBS objective: the education of the Migrant Adults Low Qualified in business competences to facilitate their effective social-economic and cultural inclusion.We foresee forward-looking learning centers where low-qualified migrants have access to quality training as educated people do. Perhaps we are we might be a bring adults to university, however they will certainly be an example for their children who will be inspired to embark on the adventure of lifelong learning.We aim to be an example of a project worthy of recognition by Erasmus +. We want to encourage the further creation of public-private initiatives for the development of Inclusive Business Schools across the EUWe also want to be an example at international level of the inclusive EU policy with regard to migrants.We will do all this with a humble attitude of hard work and the pursuit of excellence in each of our actions.<< Implementation >>We will implement a logic model to achieve objectives and results. It is rational regarding the project planning, management, implementation and evaluation functions, as well as the knowledge generation and sharing. However it is creative in order to encourage creativity and innovation, parallel thinking and brainstorming how long is the project living room for process and methodology improvement Activity logic model: Activities> Inputs> Outputs> Outcomes> Impact: 1.Activities: The planned project activities and tasks to be accomplished will be described in detail2.Resources/inputs: Necessary data and resources to support the achievement of the activity. These include human resources, level of expertise, feedback and input from stakeholders etc3.Results: The desired/expected results that will be produced4.Outcomes: Identification of the short- and long-term outcomes expected/desired for the activity.5. Impact: Description of the long-term impact anticipated in local, national, European and international level as a result of the project, and how each activity will support the generation of this impact.The kick-off meeting will be the starting point for structuring the activities. The Steering Committee, Promotion and Quality Committee will be created. They will execute ongoing evaluations of intermediate and final results. Working groups will be created and activities will be distributed according to their strengths. The development of the website as well as the internal and external promotion of the project will be also initiated at this point to maximise visibility.Project results can be divided into 3 main areas:- Education of MALQs in entrepreneurial skills so they can leverage on their talents, improve skills from high- quality entrepreneurial training tailored to their needs. - Maximising the use of the content and results among trainers, coaches, social enterprises and social workers by training them in the effective use of the program.- Long-term sharing and promotion of results and teaching model inspired in higher education case-based model so that project activities will mentor the first 5 years of the entrepreneurial initiatives of this target group in order to facilitate the creation of inclusive businesses and minimise their mistakes. This will lead to the successful social economic integration of migrant adults low qualified. We expect and work hard so that our sustainability goal sustainability goal will be supported by public and Private local organisations and institutions working with MALQs as well as training companies. The partners actually want to create the DIBS locally and nationally.Consecutive Project Phases:a) Development Phase: design and development tasks and activities necessary the core project activities and results: - the mapping, through primary and secondary research, of the specific needs in terms of entrepreneurial education for MALQs but also the needs of educators and volunteers working with the target group in terms of the more effective support the socio-economic reintegration of MALQs; (Result 1)- the design and development of the modular capacity building program and the training manuals for educators (result 2)- Development of the online platform and the Inclusive Business Labs. (Result 3)b) Implementation Phase:- the pilot testing of the capacity building program and online platform- the organization of the project’s promotion and exploitation activities, such as multiplier events, website and social media platforms, informational and promotional material and press releases- the implementation of the multiplier events, final international conference and other and promotion and sharing activitiesc) Evaluation and Reporting Phase:- evaluation of the relevant activities and subsequent production of the relevant DIBS program- evaluation of the e-platform- evaluation of the Business Inclusive Labs<< Results >>The Digital Online Business School aims to be the first inclusive school for migrant adults low qualified. Our long-term goal is to establish one school in each of the countries of the European Union ideally in conjunction with universities.In order to achieve this, we have divided the work to do into three results.More information about this result is available on production of the results section.Result 1: DESK RESEARCH AND SELF ASSESSMENT TOOLTask 1.1 : To develop guidelines, common tools and templates for conducting concise research, combining documentary and field research components. Task 1.2: Online Self-Assessment Tool and Focus GroupsTask 1.3 State of the Art Report RESULT 2 - MODULAR AND CUSTOMISED CAPACITY BUILDING PROGRAMTask 2.1 - Development of the Training ModulesTask 2.2 Development of the training manual for trainers and toolkitRESULT 3 - INCLUSIVE BUSINESS LABS and E-PLATFORMTask 3.1: Preparation of the Inclusive Business Labs (IBLs)Task 3.2: Implementation of the IBLTask 3.3 Finalisation of the IBLsTask 3.4 Development of the online-training platform (OER)

Currently, approximately 10% of the EU population was born in a different country from the one in which they reside. Βased on Eurostat (2020), 21.8 million non-EU citizens were living in the EU on 1 January 2019, representing 4,9% of the EU-27 population. Based on the same source, third country nationals (TCNs) in the Czech Republic, Greece, Spain, Belgium, and UK, represented 3-6% of the total population. The situation is even more extreme in Turkey, where 3.5 million refugees were hosted in 2017 (WB data).Within this context, the integration of TCNs in their host communities constitutes a significant challenge. Migrants face a greater risk of social exclusion than the native population, especially with respect to accessing employment, education, health and social services. The EU-27 unemployment rate for non-EU citizens was 14.7% in 2019, approximately 8.6 percentage points higher than the average for nationals (Eurostat 2020). Similarly, based on PISA data, students with a migrant background underperform compared to non-migrants, while according to RAND Europe (“Education of EU migrant children in EU Member States”), there is a notable difference between the proportions of early school leavers among EU migrants and non-migrants. According to OECD and IOM (Migration Factsheet No. 6), migrants have been proven particularly vulnerable during the COVID-19 pandemic, which has made even more challenging their integration process in host countries. Studies indicate that art therapy can improve physical, mental, and emotional well-being of migrants and refugees and promote their social inclusion (Fitzpatrick, 2002; Rousseau et al., 2005; Rousseau & Heusch, 2000). While arts and culture by, for, and with migrants and refugees can promote wellbeing, and dismantle structural barriers to integration, they can have exclusionary potential themselves. In spite of the interest of ethnic groups to attend arts and performance events, structural barriers such as the lack of financial means and languages difficulties, along with a lack of identification with some art forms and contents, can hinder the consumption of arts and culture by migrants and refugees (Le & Fujimoto, 2010). The contribution of arts in the integration process of TCNs is currently underestimated, while such techniques and tools are not mainstreamed in the portfolio of professionals, educators, and volunteers working with TCNs.The purpose of the project is to address the basic need and challenge of promoting the successful integration of TCNs within the EU and cultivate creative expression as means to promote their social inclusion and community cohesion. Implemented in 6 countries (Czech Republic, Greece, Spain, Belgium, UK, and Turkey) the project will involve at least 60 TCNs and 60 educators, professionals and volunteers working with TCN. In-Create will focus on developing and applying pioneer methodologies on various alternative ways of expression, such as Visual Art, literature, theatre, creative writing, film, and photography. This will be achieved through the following activities: -Exploring the role of culture and arts in TCNs’ integration. -Design and implementation of a capacity building programme for professionals on how to utilise arts as a way of creative expression for TCNs.-Implementation of the Creativity Labs where trained professionals and educators will apply in practice the capacity building methodology in their work with TCNs. -5 national Infoday events and an international conference in Brussels. The expected results, envisaged impact, and long-term benefits of the abovementioned activities include: •Development of a comprehensive capacity building methodology, a training programme, and an online platform for professionals on how to utilise arts as a way of creative expression fostering the social inclusion and integration of TCNs.•Increased capacity of at least 60 educators, professionals, and volunteers working with adult TCNs in offering quality supporting to TCNs on how to utilise arts as a way of creative expression. •Enhanced skills and competences on the use of arts as creative expression of at least 60 TCNs in the implementing countries through their participation in the Creativity Labs.•Increased stakeholders’ awareness on the usefulness of arts as an alternative way of promoting integration of TCNs.•Elevated social cohesion levels and increased level of integration of the 60 TCNs in their local communities. •Introduction of an innovative and practical methodology, the Creativity Labs, promoting the sustainable integration of TCNs in their host communities, not only in the 6 implementing countries, but also at EU level.•Enriched portfolio of services and tools available for stakeholders working with TCNs as vehicles for promoting the inclusion of TCNs in the EU.