Taking into account the growing number of migrants in Europe, where the majority struggle with limited financial resources, and also the higher number of dropouts in the formal language courses, this project aims to improve and facilitate their access to second language studies, by providing them the opportunity to participate in Language Voices language cafés, which are based on voluntariness and informal meeting but are also systematically organised. As such, at the same time that they are gaining access to social, informal, environments of the resident country, they will be integrating a community of learners and tutors, which is often a key success factor in establishing a quality life in a new country. Adding to this experience, and order to provide a rich, multicultural and contemporary experience this project will provide: 1) a preparatory training, handbook and teaching materials similar to the equivalent of a “free franchise handbook” so that the multilingual Language Voices concept can easily and successfully be replicated with minimum effort throughout the EU or anywhere else in the world; 2) A comprehensive material bank with language learning and cultural material and resources and a possibility for online communication and language exchange; 3) A mobile application to find language exchange events available in the partner countries; 6) A Language Voices association registered in Finland that will maintain the website and the activities after the project is finished. Hence, this project aims to have a three-fold objective: 1) to mitigate some initial barriers, viz. opportunity, access and cost, hindering many with language study needs or desires to begin or continue language studies; 2) to facilitate the proliferation of easily accessible, non-committal, low cost but well structured language training opportunities and material; 3) provide all-encompassing multicultural, multilingual environment and meeting places in cooperation with local small businesses.

"<< Background >>For low-skilled adult migrants and refugees, the acquisition of literacy, numeracy and digital skills can facilitate their integration by providing access to valuable information and resources. These abilities allow migrants and refugees to access education, health care and other services, understand political and administrative processes, and find support systems and organisations. These skills can also support learning the host-country language, job-seeking, or the qualifications recognition procedure. Research shows that older and less educated migrants do not have access to or use ICT as much as the younger and more educated groups. Migrants who use and have a good command of ICT mainly use them for social communication purposes. They are not using them for more advanced purposes, such as looking for a job, learning the host country's language, accessing information about available services or political and administrative information. At an individual level, the lack of engagement in upskilling or reskilling decreases the employability of adults with low skills by putting them at risk of job loss or limiting their chances of finding employment. It can therefore lower their incomes and well-being. Difficulties are faced by many migrants, refugee, and immigrant adults confronted with technological ubiquity in economically developed countries. Preparing migrant adult learners for the digital world by building digital literacy skills can help to maintain home language proficiency, support host country language learning, and open paths to resources needed to support migration. What support is needed to help teachers provide quality digital literacy instruction to language learners who are struggling to resettle and integrate in a technologically rich society? According to PIAAC - OECD Survey of Adult Skills an average 20 % of the EU adult population have low literacy and numeracy skills. Urgent action is needed to improve literacy across Europe. The skills of a person tend to decline over the years if they are not used frequently. PIAAC proves that the gap in literacy proficiency between generations is getting wider. The level and distribution of skills differ markedly across countries, within countries and between generations. PIAAC clearly demonstrates the need to encourage and empower disadvantaged adults to improve their proficiency, and EAEA agrees that it takes innovative approaches, community involvement as well as investment to reach out to disadvantaged learners. Skills4Integration is a project that addresses the integration of adult migrants and refugees and other vulnerable groups, such as those re-entering society from prison, who have notable disadvantages in literacy, numeracy and digital skills. The project will address this by developing a web platform offering online training supported by video tutorials to adult migrants, refugees and vulnerable groups. The lessons will focus on learning-by-doing and cover the most relevant skills for navigating life in their new country of residence. The project will also develop an online capacity-building course for volunteers and operators working with migrants, refugees and vulnerable groups. Finally, the project will compile a toolkit of digital tools to learn host country languages. This project will foster social inclusion of low-skilled adult migrants, refugees and vulnerable groups in their recipient countries by building their literacy, numeracy and digital skills. It will increase the support skills' building services to migrants by introducing a new tutoring methodology facilitated by volunteers and operators.<< Objectives >>There are many reasons why good literacy, numeracy and digital skills are beneficial to individuals. Such reasons includeHigher self-esteemBetter healthBetter employment prospectsHigher wagesBeing literate means that people can access goods and services, are less reliant on others for support, and are better equipped to lead full adult lives.Research by the charity underlines the fact that there are direct links to be made between being functionally literate and being able to make positive impacts in respect of:Economic wellbeingHaving aspirationsStable and engaged family lifeHealth and access to health servicesCultural and civic engagementBeing numerate means that people become more independent, as they have both the underpinning ability and the confidence to use numbers and straightforward calculations in their everyday lives. This might include in work contexts, in professional money management and in domestic financial checking, in being able to navigate the world through reading timetables and signage, being able to estimate sizes, amounts and distance, in understanding dosage information and recipe instructions, and in passing on these kinds of life skills to others in turn, not least our own children. Numeracy is an important aspect of engagement with the wider world, of communicating with others, everyday problem-solving, and being self-sufficient and not reliant on others for navigating the world. Being functionally numerate includes being able to demonstrate a range of competencies that have a relationship to mathematicsInterpreting plans, maps, charts and diagramsProcessing information accuratelySolving problems and puzzlesChecking answersReady reckoningUnderstanding and explaining situationsDecision-making based on logical thinking and reasoningDigital literacy may be defined as ""the capabilities which fit someone for living, learning, and working in a digital society"" (JISC, 2015). Learners need support with many aspects of their digital activity. Those needs must be addressed, not merely for their present and future academic development but life skills and work-related competence for the future. Therefore, there are multiple drivers to develop pupils' digital literacy competencies; those which are study-related, those which are work-related, and those relevant to conducting oneself appropriately in a digitally-enabled society.Skills4Integration will strengthen refugee, migrant and vulnerable adults' ability to integrate into a fast-evolving society. All of the above-mentioned benefits and skills will better enable low skilled refugee and migrant groups to adjust to and participate in their new life in Europe.<< Implementation >>The consortium will develop a WebApp to teach and engage users in various ways, including simple texts, videos and animations with voice-overs and subtitles, audio files and computer screen recordings. The WebApp will interface with the dissemination site and offer the multilingual framework to host the course materials developed in the project's scope. It will offer an easily navigable system with instructional videos throughout better to support the engagement of newcomers to the digital world. The WebApp will host other instructional videos created as another result teaching navigation of common online platforms. It will also offer interactive pages offering literacy and numeracy support in an entertaining and gamified fashion for the beginner in literacy and numeracy development. The reasoning behind the Web App is to teach by doing. Projects will be available for selection for a hands-on practical methodology. They will be easily guided with videos, audio files and digital imagery, leading the user to better developmental understanding and a positive experience. The web app will include a series of instructional videos with voiceovers in host country languages plus English. Students learn best when they take in information via multiple modalities—through reading, listening and viewing visual media. We also know, from much research, that using visuals is critical for those acquiring a new language. The videos in this result can be used in two primary ways, 1) support or enhance the understanding of course content, or 2) as the primary mode of content acquisition. Students can watch video content either together with a teacher in class or outside of class, depending on the instructional need. The learning outcome will need to be specific and measurable. Additionally, video content will be used in conjunction with instructional activities that show students have achieved the learning outcomes.Course Content for the WebApp. There are the Minimum Core Skills of literacy, language, numeracy and Information Computing Technology (ICT) which will be included in lessons. The functional skills of maths, English and ICT will mostly be embedded in the learning programme. The key is to enable people to function confidently, effectively and independently in life and at work. There will be 30 lessons per module divided into 10 lessons per level of beginner, intermediate and advanced, in total 90 lessons in 6 languages. Each of the numeracy and digital skills lessons will be accompanied by an instructional video from IO3. The Literacy lessons will be accompanied by grammar notes and reading warm-ups. The curriculum will be available on the web app in PDF and interactive gaming formats, in the six partner languages.Finally, a Training Manual will offer a teaching model to volunteer trainers, which aims to promote the social, educational and professional integration of low-skilled adult migrants and refugees in their host countries, developing their literacy, numeracy and digital skills. These skills become necessary for the learners' empowerment so that they can participate constructively in the social and economic life of their hosting country and improve their autonomy. The training manual will offer a comprehensive, volunteer-based tutoring model for volunteer trainers through the professional and user-friendly WebApp being developed as another result. The material will be provided in 6 languages: English, Dutch, French, Greek, Portuguese and Finnish. Volunteers and professionals will act as tutors to the low-skilled adult migrants/refugees for building their literacy, numeracy and digital skills.<< Results >>Learners will:develop their self-awareness about their natural talents and abilities be provided with knowledge and skills that will help them be successful in the labour marketdevelop European identity by developing host country language competenciesup-skill their ability to make decisions, to interpret global issues and to communicate freely in the world without bordersimprove their language abilities, social skills and presentation skills, learning to understand and to be understoodappreciate the importance of learning foreign languageshave a higher level of cultural awareness and a deeper understanding of intercultural dialoguedevelop their ICT skills necessary not only for the implementation of the project but will also be able to utilise ICT in order to communicate with others and be successful in future employmentdevelop and improve their literacy skills working with a variety of sources of information Teachers and volunteers will: upgrade their skills with the use of the project results, thus participating in the lifelong learning process.have extra motivation for teaching refugees and migrants basic skillswiden their horizons by experiencing different cultures and expand their knowledge of different communitiesexperience different educational systemsRefugee and migrant institutions will: improve the quality of teaching basic skillsequip their teams with materials and technology needed for teaching basic skillsimprove their educational output by adding career orientation in their curriculareduce xenophobia amongst staff by increasing their awareness of different culturesThe educational institutions outside of the partnership will:take advantage of the developed materials for career orientationuse the online resources for training activities in the field of basic skills and career orientation Participating organisations will:be familiar with international projectsdevelop a sense of respect and tolerance towards different nationshave a deeper understanding of migration issues and European policies"

"<< Background >>Entrepreneurship is important for the economy as it is a driver of economic growth, job creation, and social change. Entrepreneurship promotes global prosperity and creates new opportunities all over the world. Despite mounting evidence that investing in women's economic empowerment boosts global development, women are less likely than men to start businesses around the world, owing primarily to cultural and social barriers. Specifically in Europe, despite the fact that women outnumber with regards to population ratio (52% of the population), female entrepreneurs account for just a third of the self-employed in the EU (only 34.4 percent of the EU self-employed and 30 percent of start-up entrepreneurs). Lack of funding, knowledge, training, access to networks for business purposes, reconciling business, and family concerns are just a few of the factors that make entrepreneurship a less appealing choice for women than it is for men. Women entrepreneurs contribute significantly to the development of the global and local economies. Many of the contributions come from a growing movement known as ""Mumpreneurs,"" which refers to mothers who run their own businesses.With this in mind, the main objective of this project is to train the adult education trainers and prepare them to support professionally inactive mothers, who want to improve both their personal development and develop entrepreneurial mindsets. As a result of the training, mothers will not only improve their employability but also reinforce their participation in civic and social life. (European council recommendations on key competences for life-long learning 2018). According to research, mothers face many challenges such as concerns about childcare, financial issues, maternity discrimination at work, work-family balance, lack of education etc) that impede their return to work after the end of their maternity leave. Mothers facing a combination of barriers i.e single mothers, migrants, low income, victims of domestic abuse, mothers with disabilities, and social needs, encounter even more challenges such as discrimination, social exclusion, and acculturation. The project initiative arose from the participating partners organization identification of a substantial gap in training for trainers, on how to adequately support mothers seeking to develop their entrepreneurial skills, knowledge, and awareness. Two of the partner organisations focus specifically on gender issues and have extensive knowledge and expertise on the current needs of mothers as well as gaps in VET training on best practices and methods of supporting vulnerable mothers.<< Objectives >>There are only a few initiatives in the EU to support entrepreneurial skills among unemployed mothers, especially through digital game-based learning.For that reason adult educators will be fully supported by the partner organisations of the project, through the newly developed training programmes, developed project results and will help the mothers gain new skills and knowledge as well as improve their self-confidence. In connection with the Small Business Act and the European Commission's Entrepreneurship 2020 Action Plan, this project aims to:1.improve access to entrepreneurship education and social entrepreneurship for unemployed mothers, especially those who face multiple barriers (single mothers, refugees, low income, domestic violence victims, mothers with disabilities, and social needs).2. to encourage mothers who are unemployed or inactive to take the risk of starting their own business.3. support and aid gender equality in the labour market4. help unemployed mothers start their own business in the new economy by encouraging and guiding them.5.encourage unemployed mothers to learn basic skills and competencies6.to train adult educators educators on the most efficient training strategies for mothers-to-be7. to support mothers in building their confidence as well as expand their network, strengthening their reach.8. To equip adult educators workers with the training skills to be able to support mothers develop their entrepreneurial skillsAs a result, we propose a project with the following objectives, focusing on adult educators and unemployed mothers who face double/multiple disadvantages:• Develop, evaluate, and distribute a creative training package for adult educators that will direct and promote their training as mumpreneurs, providing them with high-quality entrepreneurship skills training through role-model education.• To offer a training course on mumpreneurship to staff, so that they can provide a better and more appropriate service to mumpreneurs, allowing them to overcome stereotypes and build jobs in a start-up world.<< Implementation >>The consortium's main goal is to form a cohesive relationship with the highest level of participation possible. Through all project activities and deliverables that aim to meet the project goals, we will strive to satisfy our participants' diverse needs and desires, working speed, and context.The following are the activities and project events that are anticipated:1) Project management: It's important that everything gets done on schedule and that clear, measurable goals are set for the whole project, as well as for each step and operation. This necessitates a clear understanding of the project's priorities, objectives, consequences, actions, and phases among all project participants. Management, quality monitoring, and evaluation of project activities will be ensured from the onset of the project owing to the guidance provided by the agreed Project Management Plan (P1), Evaluation and Quality Assurance Plan (P2), Dissemination Plan (P4), and Sustainability and Exploitation Plan (P6). All materials will be prepared with the assistance of all collaborators in order to lay a firm foundation. These plans may specifically define and outline the project's rules, as well as the roles and responsibilities of the partners, risk reduction steps, and a variety of other management activities that the partners must adopt.2) Project Results: The project's goal is to develop an educational package on mumpreneurship to adult educators and vulnerable mothers, so that they can provide a stronger and more appropriate service to Mumpreneurs, allowing them to transcend stereotypes and build jobs in a start-up world. An integrated plan will be used to complete this operation:PR1: Let me be your role model: a collection of success stories of mumpreneurs: a best practices booklet featuring successful mumpreneurs from around EuropePR2: Entrepreneurship skills development manual for unemployed mothers: a manual to guide adult educators when teaching entrepreneurial skills to unemployedmothers.PR3: Voice of mumpreneurs: how to develop self-advocacy skills in the frame of entrepreneurial spirit: guidance material to help mothers acquire important self-advocacyskills needed for startupsPR4 MumPower eLearning platform: a digital platform that will be used as an educational tool and an online network to connect mothers3) 1 LTTA: One (1)short term joint staff training event for adult educators: 18 adult educators will be trained on the developed IOs and will be prepared to support through the e-learning platform 75learners/mothers of the MumPower e-course.4) Three Physical TPMs and virtual communication (emails, online meetings) will help to ensure that the project's progress is effectively monitored. The number of TPMs will be minimised in order to achieve environmental sustainability.5) 5 multiplier events to deliver “MumPower” workshops and promote the project, its PR among its target groups and stakeholders (E1-E5)<< Results >>The planned outcomes are targeted at the MumPower project's target groups, but they also plan to have a broader impact on the partner countries' communities and economies, as well as the EU and beyond, as a result of the project's activities. All major expected project outcomes are mentioned in the Project Results (PRs), Learning-Teaching-Training (STE), and Multiplier Events (MEs) activities:1. Project Results (PRs)PR1: Let me be your role model: a compilation of mumpreneur success stories: a success stories booklet/eBooklet featuring successful mumpreneurs from all over Europe. The booklet will be accompanied by a documentary created by direct communication with these accomplished women, who will be followed in their daily lives, beginning at home and ending with their daily activities. To have a full instructional tool that reacts to all types of learners, the booklet and documentary must be combined.PR2: Entrepreneurship skills development manual for unemployed mothers: a manual for adult educators to use when teaching entrepreneurship skills to mothers who are unemployed.PR3: IO3: Voice of mumpreneurs: how to develop self-advocacy skills in the frame of entrepreneurial spirit: guidance material to help mothers acquire important self-advocacyskills needed for startuppersPR4: MumPower eLearning platform: a digital platform that will be used as an educational tool and an online network to connect mothers and all interested stakeholders inMumbreneurship.2. Learning Teaching training: At least 18 adult educators (3 from each partner country) will be trained on the established PRs and will be prepared to serve at least 30 unemployed mothers (at least 5 from each partner country) as learners at one (1) short-term joint staff training event for adult educators.3. Multiplier Events:Five (5) multiplier events to raise awareness of the initiative, its IOs, and results among adult educators (trainers, mentors, business advisors, social workers, business coaches), mothers (with a focus on those who face multiple disadvantages), and other relevant stakeholders (organisations involved in gender equality issues, policymakers, reformers,local authorities, community services, government officials, labor organisations, businessmen/women) (E1-E5)"

Considering troubled political situation in the Middle East and Asia , immigration has grown rapidly in recent years in Turkey and Europe.Therefore, additional tools are needed in order to integrate the immigrants and refugees arriving in Europe .The core of successful integration is language learning, herein, mobile applications are successful educational resources that can be targeted at the immigrants as a large percentage of them are digitally literate and interested in new opportunities in their new countries. In the framework of this project, we focus on establishing a language-learning solution, this enables the refugees/immigrants to study and learn said language and get familiar with the culture and conception of their new country.This mobile application will be ready for download on the application markets free of cost. Our target group will be the immigrants in Turkey and European countries. LanGo smartphone application will provide refugees and immigrants the advantage of learning the native language of the country in advance after the residence permit has been granted. Other immigrants who have already been living and working in their new home country will benefit from the LanGo applications as well. The application will consist of 5 target languages ( Turkish, English, Dutch, French and Greek ) and at least 6 support languages. These languages will be the most widely spoken by the immigrants in each of the partner countries.The LanGo phone app will include the subjects that are necessary for the first adaptation in the new country including illustrated vocabulary to facilitate recognition and audio visual content to engage users in innovative ways. The topics will involve country-specific concepts to assist integration in each of the partner countries. Our intention is to generate a free basic language course that is easy and fun to use and can be marketed towards end useres with smart effective and creative forms of dissemination. The major impact of the app on the project partner countries is based on prospect. The impact will be significant on region, nation and European-wide scale.The ratings of the applications on the app markets and amount of downloads will measure the projected impact, and the feedback from users is essential to ongoing improvements.Project LanGo is divided in key phases in order to organize and plan project activities and events, and implement the project outputs. Project meetings and other project management activities are anchored in the phases according to topic, expertise of the partners and goals. General phases of implementation are: Project monitoring and EvaluationQuality Assurance & EvaluationFinancial reporting andDisseminationLanGo will also go through the following phases specifically:Intellectual OutputsMultiplier EventsPilot SessionsTransnational meetings and Online meetingsAll 5 project partners have extensive expertise working with projects, both language- and immigrant-related, and all have a large network of contacts that will be utilized.

<< Background >>The UNROOT project starts from the fact that gender-based violence (GBV) affects women at all levels of society and across Europe, regardless of age, education, income, social position or country of origin/residence. Moreover, the situation is indeed far worse in cases where women have no access to support structures, such as in rural areas. Indicatively, the 2020 report from GREVIO shows the absence of effective measures addressing the needs of women from vulnerable groups, such as women from rural areas who frequently face specific barriers. In the case of the primary prevention of GBV is highly important to develop andimplement projects that reach out to those communities and support both women and men with fewer access opportunities to reduce harmful traditional practices, behaviors, and customs contributing to GBV; create an open dialogue with community members about GBV issues and gender stereotypes; and design bystander intervention strategies to go deeper to the stereotypes and prejudices that pertain GBV and empower people to find their own voice beyond social norms. The carefully designed project results aim to first and foremost create inclusive learning and training environments where all target groups will feel safe to voice their concerns regarding GBV and take initiative for the prevention of GBV at the individual, community, societal, and systemic level.<< Objectives >>UNROOT has been designed to intervene at the individual, collective and societal level in rural communities in order to: -Sensitize and advocate for raising awareness on various aspects of GBV and their negative consequences for women,men, families, and the community at large; -Strengthen participants’ knowledge through training and support; -Helpparticipants to reduce harmful traditional practices, behaviors, and customs contributing to GBV; -Create an opendialogue with community members about GBV issues and gender stereotypes; -Design bystander intervention strategiesto go deeper to the stereotypes and prejudices that pertain GBV and empower people to find their own voice beyondsocial norms; -Bring together stakeholders at local, regional, and national level through advocacy practices andexploration of policy solutions.<< Implementation >>The project includes a Transnational Training Activity (C1) to enhance the competences of adult support workers and trainers that work closely with the topic of GBV and support women in rural and non-urban localities, a diverse range of multiplier activities (including local events and a transnational final conference) as well as smaller scale activities such as research, focus groups, interviews, policy webinars and a large-scale awareness-raising training programme, informing the project results and implementation. In addition to the above, the project will also implement a range of management activities, such as online and face-to-face dissemination activities, quality assurance and impact assessment of project results and training schemes, branding strategy, and a sustainability plan.<< Results >>The outcomes of the project will be increased understanding of the various aspects of GBV and their negative consequencesfor women, men, families, and the community at large, strengthened women and men’s knowledge on GBV through training and support, enhanced collaboration between rural communities across Europe in order to effectively strategize for the prevention of GBV, support of adult support workers and trainers who primarily work with adults in small communities through the developed methodology, networking and material that will also contribute to the project’s sustainability. UNROOT sets a clear methodological and strategical path for developing resources for the primary prevention of GBV. The project will produce the following results: a) The UNROOT preparatory phase that consists of the identification of rural communities/localities that will closely collaborate with participating organisations during the project implementation; the setting up of sharing and support system in the selected rural communities; and the development of guidelines for collecting information from above target groupsregarding current practices, gaps and challenges. b) A training manual will be developed that includes definitions of GBV; key aspects and analyses of social norms and GBV; methodological approaches for educating on GBV; the role of media; criteria for developing training paths in non-formal settings; approaches and methodologies for active bystander intervention for adults who live in rural communities. The training manual will give access to and facilitate the delivery of the UNROOT awareness-raising training programme (PR2), a 60-hour long, highly focused and specialized awareness-raising training on the primary prevention of GBV to women and men with different social backgrounds living in non-urban, rural areas. c) An advocacy campaign (PR3), involving the monitoring of key policy processes at national level and informing policy and decision makers and other stakeholders about pilot activities and possible changes at systemic level through active participation in policy meetings and processes.