According to official numbers based on Eurostat, the European Union saw a record of 1,2 Million asylum seekers in 2015. This unprecedented number of people - many of them will be officially acknowledged as refugees and gain unrestricted residence permits - poses an exceptional challenge in terms of integrative measures to be taken in different policy areas, predominantly in education, labour market access, health issues, and family reunion. Moreover, providing sufficient and adequate housing is not only a must to accommodate refugees, their families, and additional EU movers, but needs to be done right to prevent ghettos and exclusion on the one hand, and to grasp opportunities on the other. Unlike school or the workplace, peoples` places of residence as such are undeniably the site where integration and learning from each other happens, 24 hours a day. Issues of providing inclusive housing in the context of migration, which means a certain percentage of the flats in (newly built) residential complexes and areas should be (built for and) inhabited by newcomers, have been widely discussed in recent years in the participating countries and many exceptional examples have already been realized taking into account the needs and interests of their (future) inhabitants, which means they are implemented following a participative approach involving people right from the beginning of the planning process and when living together finally.The notion of inclusive neighbourhoods being intercultural learning environments is multifaceted and needs to be explored and charted to subsequently being able to describe, develop, and mainstream sustainable learning opportunities.The main purpose of the project proposed therefore was to involve relevant stakeholders (residents with or without migrational background, adult educators, social and community workers, architects, city planers, city council representatives) to exchange know-how and experiences on inclusive approaches in building and/or providing inclusive neighbourhoods and identify and discuss criteria that make a residential area a place for facilitating successful intercultural learning.The project evolved around a series of 5 transnational workshops with altogether more than 100 participants from the target groups mentioned. At the beginning criteria for quality of inclusive neighbourhoods were discussed and defined. Based on these,14 examples of good practice were described accordingly. Results were made available over the project website (inclood.org), social media (Facebook and Instagram), and the final documentation, which is available at the website in English, Italian, German and Swedish in the form of a PDF document. Diverse dissemination activities garanteed a wide impact of INCLOOD`s activites and results.The project specifically aimed at:- exchanging know-how and experiences on participative approaches in creating inclusive neighbourhoods- identifying and discussing criteria for inclusive neighbourhoods to be places for successful intercultural learning- collecting examples of good practices for inclusive neighbourhoods being successful places of intercultural learning- discussing and recommending innovative learning opportunities in the context of inclusive neighbourhoodsPartners involved:inspire - Verein für Bildung und Management, Austria, www.inspire-thinking.atSpeha Fresia Società Cooperativa, Italy, http://www.speha-fresia.eu/enFolkuniversitetet Uppsala, Sweden, http://www.folkuniversitetet.se/uppsalaSoziallabel, Germany, http://soziallabel.de/SVEB, Switzerland, https://alice.ch/en/The geographical range (Sweden, Germany, Austria, Italy as partners, and Switzerland as associated partner) of the partners involved was essential for a successful project delivery and can be considered most relevant under the context chosen (refugee and asylum situation in Europe, housing situation of refugees and asylum seekers). Results are very likely to serve as a model for other European countries in successfully encountering the question of creating inclusive neighbourhoods. The project information and reports will be available on organisational and the project websites as well as our social media channels over the lifetime of the project, giving the opportunity to other multipliers to take inspirations from our common experience and potential outputs.

The ENTRADA project has responded to the challenge of creating a fair and equitable society which is at the core of the EU 2020 strategy. The project has built on existing migrant integration measures and looked at how harnessing the latest technologies to promote webquest learning could accelerate the migrant integration process. The proposed model was developed and piloted in 5 very different EU Member States and this has helped to ensure that the processes and outputs were robust and had considerable potential transferability to other countries.The ENTRADA project aimed to harness the potential for learning within migrant communities that comes with 'always-on-always-accessible' mobile technology platforms. However, partners were of the opinion that the project achieved its objectives when bespoke online learning resources were provided. Challenge-based approaches like webquests provided the perfect framework for developing innovative learning resources that were appealing and accessible for migrants.4 intellectual outputs have been developed over the 27-month duration of the project, as follows:a. -36 online webquest challenge-based educational resources have been developed for migrants. b.- In-service training programme to support their continuous professional development and facilitate their use of the new challenge-based educational resourcesc.- a bespoke online learning environment has been developed and populated with the innovative key competence resources. d.- A Policy Paper that captures the learning from the ENTRADA project has been produced.These ENTRADA outputs were and are presented as a self-contained educational package with a long shelf-life for those supporting the integration of migrant communities. They can be further adapted, developed and updated in the years after the end of the project and will be proposed for accreditation by some of the partner organisations and for mainstreaming in the adult education systems in each country.

The Voice UP - Supporting Disadvantaged Women’s Successful Job Return project combines the efforts of 5 partners, reflecting current challenges and trends in the field of adult education from different regions of Europe – Eastern (Romania and Bulgaria), Central (Austria), Northern (Norway) and Southern (Italy). The starting point of our joint effort is supporting adult trainers in effective teaching of their courses to disadvantaged women trying to return on the job. By equipping adult trainers with the adequate methodology and resources we aim at increasing the quality of training provided to female learners, so that they can successfully be employed and stay on the job in a long-term perspective.The end-users of our project efforts are disadvantaged women learners, who are Roma, refugees or migrants. They face different situations limiting their opportunities, such as low qualification, lack of upper secondary education, economic difficulties, cultural and ethnic differences, etc. By improving the competences of adult trainers we will directly contribute to one of the horizontal priorities of Erasmus+ for 2019, related to supporting individuals in acquiring and developing basic skills and key competences, in order to foster their employability and socio-educational and personal development. Our innovation proposed focuses on providing adult training based on the concept of empowerment and the understanding that one of the driving factors for sustainable employment is through fostering individual’s motivation for learning and development. -Tangible results (outputs)-1. IO1 – Methodological Guide for Training Delivery “Voice UP”, electronic document available in all partner languages and English.2. IO2 – Online Training Activities Tutorials Inventory “Voice UP, video materials available in all partner languages and English.3. IO3 – Empowerment Game “Voice UP”, available in all partner languages and English.4. 60 adult trainers integrate IO1, IO2 and IO3 in their daily work (piloting: 20 and exploitation:40).5. 190 disadvantaged women learners engaged in adult education courses based on IO1, IO2 and IO3 (piloting: 75 and exploitation:115).6. 1200 adult trainers other stakeholders reached through dissemination activities (5 multiplier events, 45 online publications, 15 thematic presentations at external events, ongoing information provision).-Intangible results (outcomes)-1. Improved professional competences of adult trainers in partner organisations and beyond to deliver empowerment training to disadvantaged women;2. Improved motivation for learning and development of disadvantaged women participating in trainings;3. Improved awareness of adult education communities in partner countries and beyond in the area of empowerment training provision.The main impact dimensions envisaged can be summarised as follows. The overall quality of training provision in our organisation to disadvantaged learners will improve. Our adult trainers’ self-esteem will raised, which will further enhance the quality of their teaching. The employment prospects for disadvantaged women will improve, as a result of their empowered motivation for learning and development, acquired during trainings based on Voice UP outputs. It is important to highlight a specific impact expected, which is related to their increased chances of staying on the job for a longer period, as a result of their improved motivation for development during the trainings. Their self-esteem will improve and their awareness of being active members of the society will raise.

Although there are considerable differences in the rates of population ageing from one Member State to another, significant increases in life expectancy added to declining birth rates ensures that the ageing of the EU population will continue apace. While the total population in the EU is projected to increase from 511 million in 2016 to 520 million in 2070, the working-age population will decrease significantly from 333 million in 2016 to 292 million in 2070. The ageing of Europe’s population will also have significant implications for its labour force. While the total supply of labour in the EU among those aged 20 to 64 is expected to fall by 9.6% between 2016 and 2070 labour force participation rates are projected to rise from 77.5% in 2016 to 80.7% in 2070. If these demographic predictions are correct, Europe's economic output and global competitiveness could radically decrease over the next three decades. Harnessing the skills and life experience of the retiring generations and supporting their continued active participation in society is now a critical priority.There is no denying the fact that national economies are growing evermore dependent on inward migration flows to address current and future labour-force shortages. The reality is that immigration has become a 'normal' part of life in Europe. “Skill needs in Europe – Focus on 2020” published by Cedefop outlines a key EU policy objective stating “attracting workers from non-EU countries...should go hand in hand with measures to ensure social cohesion and equal treatment”.The SILVER SERVICE Project proposes the development and implementation of a bespoke training programme designed for a senior’s target group comprising older workers approaching retirement and recent retirees. This will incorporate a training curriculum and a suite of appropriate teaching resources to enable the redeployment of the seniors target group as volunteers to support the development of key civic and social competences within the established and growing migrant communities. The project proposes a mutually beneficial arrangement affording the seniors target group an opportunity to remain active contributors to society while addressing the ongoing migrant integration objectives of Member States.There are 5 Intellectual Outputs planned over the life-time of the project as follows:IO1 - Psychographic profiling toolIO2 - Toolbox of Learning ResourcesIO3 - Online Learning EnvironmentIO4 - Train-the-trainer ProgrammeIO5 - Induction Training Programme The SILVER SERVICE project addresses two certainties for all EU Member States, namely; the ageing of the population and an increasing dependence on immigration as a potential talent pool to sustain the civic, social, political and economic fabric of the EU. While there is considerable variance with regard the speed and immediacy of these changes within and between Member States, they are coming and will impact all countries in the not too distant future.

"<< Objectives >>REWIND aims to stimulate the business takeover process through the employee acquisition process for business continuity with the cooperative model. It offers innovative educational tools, interactive resources and collaborative and coworking spaces in order to adapt the offer of professional education/training dedicated to the WBO process to the needs of the labor market while considering the importance of digital education.<< Implementation >>*mobilisation of local working groups (employees, learners, entrepreneurs) and Teams for Innovation (VET trainers, researchers, union and employer representatives of social enterprises and cooperatives) and active participation in the contents development*transnational training of trainers*experimental activities in 6 countries FR, IT, BE, GR, ES, SE involving 90 participants allowing the finalization and validation of results*dissemination events<< Results >>*Training plans for VET professionals*e-Learning platform and ""Company & Management"" online laboratory for learners/employees interested in starting/taking over a business*Interactive, Collaborative and Co-working Portal aimed at VET professionals*Guidelines for Democratic and Participatory Enterprise for decision makers, politicians and administrators that can positively influence the bottom-up experiences of employed women and men.Results availeble in FR,EN,ES,GR,IT,SE"