"CONTEX: The current numbers of early school leaving (ESL) are impressive as far the EU 27 countries and non-EU countries is concerned. According to the Final Report ""Reducing early school leaving: key messages and policy supports"" (Nov. 2013), in the first case we have a 22.8 % and for the second 26.7 % while the native born early school leaving data at 11.6%.In particular the percentages of ESL non-EU born students in the partners countries are : Belgium 26%; France 22,7%; Italy 40,5%; Portugal 19,4 %; Norway 15,3%. According to these data the consortium decided to develop the SHIP project. OBJECTIVES:The principal objective was to reducing the ESL percentage of the students with foreign origin. SHIP project wanted to ensure a parents involvement in the school activities by giving them the possibility to be aware about what is happening within the school attended by their children. In order to reach this aim, improving communication between parents and schools and establishing positive educational environment at home for pupils with migrant background was a precondition. PARTICIPANTS: SHIP targeted 56 parents with half of them in an experimental group and the other half in a control group. Parents were coming from a migrant background and they have been identified according to their origin and the school attainments of their pupils. On the first group it has been implemented the largest part of the activities while the second was just taken as a group control and for measuring the impact of the project. ACTIVITY ORGANIZED AND METHODOLOGY APPLIED After the project redesigning, the coordinator organized the project kick-off meeting on the 01/12/2016. Project managers of each organization have participated and we were ready to start with the IPA (Internal Partnership Agreement) preparation and signatures.A second online meeting was held at the end of June 2017 with the aim to organize the short-term joint staff training event in Oslo. The methodology applied during the project implementation is the traditional PCM (Project Cycle Management) methodology.Then, there has been the short-term joint staff training event held from the 18/09/2016 to the 22/09/2016 during which participants have been trained on MIR good practice by using mostly non-formal and informal learning methodology. The training helped also in better adjusting the methodology for carrying out the activities with the parents. In this case the methodology was non-formal and informal Afterwards, we have had also the activity with the parents: language class, school environment explanation, meeting with school teachers, etc. were some of the activities organized with the parents. 2 transnational project meetings were also put in place in order to focus on the state at the art of the project and the project next step. Finally, the consortium has also organized a dissemination activity in order to promote the result and the activity done by the project.LONG TERM BENEFITS: By parents understanding of the importance of a mutual collaboration with schools and by involving other migrants communities, parents involved in the project can have a positive long term effects. On the other side, teachers by sharing the best practice, have have acquired new and complementary tools, skills and methods to work with pupils with migrant background, developing appropriate pedagogical holistic approaches."

"CONTEXT The growing flow of refugees to the EU countries makes the process of their social inclusion a high priority. According to the latest figures published by the Eu Commission (March 2017), in 2015 and 2016 the EU received 2.5 million asylum applications. Knowledge of the language of host country is considered as one of the most crucial elements for successful social inclusion and as the main lever to increase the newly arrived refugees’ level of self-reliance and participation. Without a good knowledge of the host country language, it is almost impossible to integrate into the local culture, get into the labour market and socialize with members of other communities. Therefore without implementing a proper inclusion policy, it will increase the possibility of having a growing number of marginalized people, excluded from every form of social activities and labour market. Thus eliminating all forms of intercultural dialogue lead to increase in incidents of racial discrimination and intolerance. Besides, this project has been built upon some of the recommendations following the report of the Eu Parliament on ""refugees: social inclusion and integration into the labour market"" (2015/2321(INI)) with particular focus on ""Welcomes solutions providing multilingual information on opportunities involving formal and non-formal education, vocational training, work placement and volunteering for migrants, refugees and asylum seekers; calls, therefore, for such services to be extended"". OBJECTIVES Today, according to the 2015/2321(INI) 24.4 % of the total population in the EU live in risk of poverty and social exclusion, and almost 10 % are facing severe material deprivation. The overall objective of Language As a Bridge “LAB” project, then, was to contribute in reducing this data enhancing the social inclusion of the Newly Arrived People (NAP) by improving their language knowledge. We aimed at contributing to reaching this overall objective by increasing the skills of 20 adult educators (specific objective) on language education of NAP. The 20 adult educators was trained with an innovative guideline on language education (main project result) that has been developed by the LAB consortium. NUMBERS AND PROFILES OF THE PARTICIPANTSThe project involved at different level with As said, the training involved 20 adult educators. The participants have been selected considering the following criteria: 1. experience in the field of formal education or non-formal adult education; 2. working directly with refugees and/or with migrants; 3. not consortium member; METHODOLOGYAs for the methodology, the project followed a combination of methodology. As far the project implementation, the consortium used the traditional project cycle management (PCM) from one side. Then we have had some social science methodology like the one used to carry out the research. Last but not least, some formal and non-formal education methods have been used especially during the short-term training. PROJECT ACTIVITIES DONE The project has seen the development of the following activities: - a research with a questionnaire administered to 119 people; - a focus group done to 6 groups; - a short-term training in which 30 people have participated; - 1 transnational meeting held in Florence (Italy); - the publication of innovative guideline. IMPACT ON THE PARTICIPANTS The goal of LAB project was to improve the social inclusion of Newly Arrived People (NAP) while the specific objectives was to having increased the skills of 20 adult educators on language teaching to NAP.Going into detail, during the project implementation we observed that:a) participants of the sample for the research were aware about the project and its aims;b) participants of the training are now better skilled to teach language education to NAP as well as have now a wider view of the different methodologies used in different context (Norway, Spain, Greece, Italy, Belgium and Portugal).c) multiplier participants have an idea of the project and its main output, the handbook, that they can consider to use or to spread the voice about when it comes the question of NAP and language education."

Project “Be creative! - Fostering soft skills through cultural activities” aims remobilization and re-socialization of vulnerable adults using the Cultural activities, especially live spectacle. The aim is to enhance the soft skills of de-affiliated young people in order to facilitate their social, cultural and professional integration. At the end of the project, beneficiaries should be able to reclaim their life course, identify their needs and expectations and set up specific actions according to the scheme “SEE – JUDGE – ACT”.The project aims to empower educators and adults to understand and consequently act on soft skills, defined as character traits or interpersonal aptitudes that affect the ability to work and interact with others, required to smooth their social and professional integration. Adult educators and teachers can play a central role in providing learners with knowledge and practical information to help them understand the challenges and act as active citizens in their local communities, individually or collectively.Be creative! project aims to:1. Create an androgogy method and training resources destined to the trainers (Users - Training for trainers/counsellors/teachers) to enable them to build participative, empowering and emancipating training sequences using Cultural activities (especially live performance activities and techniques),2. The trained trainers will accompany vulnerable adults learners (final beneficiaries) to enhance and mobilize their soft skills to integrate the society.Three main opportunities will be worked with the final beneficiaries:1. How to introduce oneself through the performing arts / storytelling… in order to create paper but especially audio / video CVs or even pitchs;2. Intergenerational work on origins (family, environment, etc.) = work on self-knowledge (one’s essence / one’s assets) and self-confidence for a successful professional orientation / adapted to one's personality, wishes and strengths.3. Acquisition of valuable technical skills and creation of a network.However, a particular focus will be placed on the following soft skills: Communication, Adaptability, Problem solving, Team work, Critical thinking, Conflict resolution and Leadership.

CONTEXT & OBJECTIVESThe consortium built around the IHAVET project decided to focus on one of the most impelling social problem European societies must deal with: the social inclusion; particularly the social inclusion of disadvantaged people, especially migrants. As we have seen over the last couple of years, the pandemic from Covid 19 has also exacerbated this problem. Data on youth with migrant education dropout is dramatic: “early school leaving (ESL) rate of young people born outside of the European Union was, on average, more than double that of natives (25.4 percent compared to 11.5 percent)”.Thus, in line with the general policy of the Erasmus+ Programme, the aim of the IHAVET was to have Youth with migrant background education high dropout rate reduced while, a more specific objective, was to develop a toolkit that supports students with migrant background, parents and teachers/trainers/youth workers dealing with youth with migrant background within the school system.NUMBERS AND PROFILES OF THE PARTICIPANTSThere have been different kind of participants and their involvement changed according to the type of activity. We had 210 participants that answered to the questionnaire. Besides, we had other more 42 participants that took part to 7 focus groups. As for the transnational meetings, we had 18 people in Ruse Bulgaria and 16 in Marseille (France). At the short-term joint staff training event at Katerini, Greece, the number of participants were 39. Finally, regarding the IHAVET validation process we had 125 participants during the multiplier events.ACTIVITIES DESCRIPTION & METHODOLOGYIHAVET planes several activities.Beyond the project management activities, the project realized the following activities:a) A research in which it was foreseen do administer an online questionnaire;b) A focus group with the target group of the project;c) A short-term training event;d) 2 transnational meetings;e) The development of the toolkit;The project applied a range of different methodologies that depended on the activities carried out. To begin with, we applied the traditional Project Cycle Management in order to guaranty the smooth activities implementation. The research part, on the contrary, used quali-quantitative methodology. While the questionnaire to the students, parents and teachers and trainer/youth workers was mainly with closed questions; the focus group had a more qualitative approach with an open-interview structure. Finally, the short-term joint staff training used more a not-formal and informal methodology.RESULTS ACHIEVED AND IMPACTThe project achieved 3 results during the project implementation and 1 on its completion.The first result was to having students with migrant background more involved in the education process by made them have the power to influence the decision about their education.The second result was to make busy migrant parents, especially those coming from disadvantaged contexts and countries, having a more proactive attitude so that can help the education performance of their children.The last and final result achieved, which is also the one who mostly address to the organizations’ needs, was to have provided teachers (in schools) and trainers/youth workers (in training and youth centers) with a more mixed teaching/training approach to students with migrant background.Finally, IHAVET had different impacts: on participants thanks to the research, focus group and the training, on participants organizations through also the toolkit developed and, finally, on the target group via the toolkit validation process and its dissemination. The project impacted at local level by contributing to reducing, in the long term, students with migrant background school dropout high rate. At regional level, the project impacted by making local councilor aware about the results achieved by the project.