“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 ERFAL project is a KA2 Strategic Partnership for Exchange of Practices aimed at creating a thematic network for sharing experience on different topics in the area of integration of disadvantage people. The project developed a collection of good practices dealing with the integration of migrants and refugees, disabled people, NEETs and elderly and providing successful models for raising their skills and supporting their economic and social integration. The project objectives covered:-To establish a thematic network for sharing experience on different topics in the area of integration of disadvantage people -To improve the quality of the educational opportunities offered to disadvantaged people and raise their skill levels in a wide variety of sectors-To support disadvantaged people in their economic and social integration-To enhance the exploitation potential of existing educational projects focused on integration of various disadvantaged groupsThese objectives were achieved through the development of a Toolbox of 75 tools, initiatives and good practices for integration of migrants and refugees, disabled people, NEETs and elderly people from the partner countries and beyond, which are made available on the project website (www.erfalproject.eu). The Toolbox development and information included was continuously communicated with relevant stakeholders dealing with the integration of disadvantaged people. The project website registered 6,000 visitors since its launch.ERFAL used the methodology of the BarCamp participatory workshops where information and experiences are shared through different means and formats. A total of 4 BarCamp workshops were organised under the project, each one dealing with a specific topic related to the integration of disadvantaged people, and namely:-First BarCamp: Integration of migrants and refugees-Second BarCamp: Integration of disabled people-Third BarCamp: Integration of NEETs-Fourth BarCamp: Integration of elderly peopleDuring the workshops each participant presented a good practice dealing with the topic in question in diverse forms – presentations, educational games, national and European initiatives and projects for integration and education of disadvantaged people, first-hand people experiences, mobile applications, videos, educational digital technologies, etc. During the implementation of the project, the ERFAL partners created a network of 54 organisations and hundreds of individuals from the area of integration of disadvantaged people and used them for input and feedback at different project stages. The ERFAL outcomes were spread to relevant stakeholders within two rounds of national workshops aimed at exchanging experience on methods and opportunities for the integration of disadvantaged people. A total of 505 target group representatives participated in 24 workshops organised in the 9 partner countries. The ERFAL project was widely disseminated within 184 dissemination events reaching nearly 8,000 people; thousands more were reached through online dissemination and different informational platforms. In December 2018, the ERFAL project was awarded a Certificate for quality implementation of a project at an official ceremony during the annual valorization conference of the Bulgarian National Agency.

Migrant children (both first- and second-generation) starting school without the knowledge of their host country’s language find themselves in a disadvantaged position compared to native pupils, and their learning is often hindered until they overcome the language barrier. The situation is more or less the same with children whose mother tongue is a minority language for the host country. National language learning is an important aspect of stimulating their socio-cultural integration. When it comes to learning a European language as a second or foreign language, the use of the European cultural heritage and learning through heritage is a means to enrich the learning process. Children, who are already immersed in their own culture, are encouraged to understand and appreciate European culture here and elsewhere. It enables them to develop their sensibilities in relation to their immediate environment and their interest in things beyond it, thus beginning a process of opening up to the world. ‘Welcomm2 Explore Europe’ project implements a methodology for migrant and bilingual children’s language, communication and intercultural skills. The project addresses primary school children aged 6-12 years old, whose language skills in the language of the country they live in need support either because they are bilingual or have limited knowledge due to migration, children of the same age interested in exploring another European language and culture, educators (primary school teachers, language teachers, integration trainers, after school activity educators) and the children’s parents, with the main objectives to contribute to improvement of quality, attractiveness and accessibility of language learning through culture, to develop intercultural and communication competences and positive attitudes towards other cultures, and to improve awareness of the European cultural heritage.The project designes a model for language and intercultural learning through children’s immersion in their local and other cultures, enhancing their knowledge of European culture, multilingualism and diversity. Project approach compromised a communicative competence model: embedding the target groups in the development of the products, game-based activities: children become co-creators of the products and of their learning, integrated curriculum approach to teaching and learning: project outputs are designed for children to see the connections and relevance between subjects, and the learning vehicle of European cultural heritage. The project provided stimulated experience of children of being co-researchers, and co-imaginers and co-authors alongside with their teachers and families as a practice for their active and engaged participation in care, play, and learning.‘WelComm2 Explore Europe’ project’s results and achievements include:- A series of six board games, that invite players to explore the language and culture of European countries and regions: “Ontdek Nederland” is about the Netherlands using Dutch; “Explore la Belgique” is about Belgium using French; “Explora España” is about Spain using Spanish; “Explore Kent” is about Kent using English; “Опознай България” is about Bulgaria using Bulgarian; “Explorați România” is about Romania using Romanian; - 6 co-creation groups in 6 countries for inclusive learning and co-creation activities built for the development of the board games with 70 target group representatives;- 10 testing sessions of the board games organised in 6 countries with 108 target group representatives;- 10 workshops in 6 countries organised with local action teams for comic stories development with 123 target group representatives;- Comic books “Legends come to life” in NL, EN, ES, BG, FR, RO, containing six comic stories developed by children from local legends;- 19 Educational experience videos where children are the main actors and participated in the creation of scenarios, supported by 57 digital language exercises and mini games in 6 languages;- Guidelines for Educators: Methodology guidelines and a day-to-day tool for educators to support them in redesign their programmes and encourage them to use new methods as part of the development of education material for language and intercultural learning;- Multiplier events in six countries with a total of 572 participants involving target group members, education and integration stakeholders, policy-makers, etc. Project activities have been implemented by a consortium of 8 partners from 6 European countries (The Netherlands, Belgium, Bulgaria, Romania, Spain and the United Kingdom) all having significant and complementary expertise in development and promotion of high quality outputs and their mainstreaming in the partner countries and beyond. The outputs and the project approach can be transferred and used very easily in other countries and languages, thus provide the opportunity for a high flexibility and adaptability to national and European partners.

• To conduct a period of research on current practice and needs in relation to education on equality, inclusion and anti racism each partner country • To develop a Training for Trainers curriculum that provides training for adult education facilitators in how to use drama and theatre to promote equality, inclusion and anti-racism.• To develop a Toolbox of Resources to accompany the ‘Training for Trainers’ curriculum including research on equality, inclusion and anti-racism and videos of the training • To establish a web portal to host the Toolbox of Resources including an online ‘forum’ for educators and the videos demonstrating training exercises• To make a copy of the Toolbox of Resources on DVD for Distribution • The final curriculum will be presented in written and video format. Sections of training from the curriculum will be presented and demonstrated on video by each project partner. Each project partner is allocated a specific number of games and exercises from the curriculum that they will show on video in order to demonstrate how the exercises are implemented and the videos will form part of the Toolbox of Resources. • The curriculum will be developed collaboratively by all project partners. An initial curriculum will be developed and then project partners will ‘pilot test’ sections of the training within their own countries and then come together to review and further develop the curriculum incorporating feedback from participants who took part in the ‘pilot testing’ of the curriculum. A total of 75 participants will be trained during the pilot testing.• There will be ongoing development of the curriculum; the Toolbox of Resources and Final Videos throughout the lifetime of the project • Final outputs include a full Curriculum with accompanying Toolbox of Resources and Video demonstrations providing information for training adult education trainings on how to use drama and theatre techniques to promote equality, inclusion and anti-racism work

<< Background >>It goes without saying that the COVID-19 pandemic had a sudden and substantial impact on the arts and cultural heritage sector. The global health crisis and the uncertainly resulting from it profoundly affected organisations and individuals across the sector. By March 2020, most cultural institutions across the world were indefinitely closed and in-person exhibitions and events were cancelled or postponed. In response, there were intensive efforts to provide alternative or additional services through digital platforms, to maintain essential activities with minimal resources, and to document the events themselves through new acquisitions, including new creative works inspired by the pandemic. One of the key aims of the European Agenda for Adult Learning (renewed in 2015) is the social inclusion and active participation in the community and society of all adults, including those with a migrant background. The project builds upon this crucial aim by incorporating to its core the European cultural heritage, and values. Its aim is to support the social integration of immigrants, and to equip educators and/or non-formal trainers who support adult learners with tools for raising awareness of the European cultural heritage, and values which are considered universal. Eurostat’s Migration and migrant population statistics (data extracted in March 2018) indicated that 2 million non-EU citizens immigrated to the EU in 2016 (https://ec.europa.eu/eurostat/statisticsexplained/ pdfscache/1275.pdf), while today, approximately 37 million persons born outside the EU reside in the EU, representing around 7% of its total population, and further flows of migration will likely remain a feature of the 21st century (Special Eurobarometer Survey 469, April 2018). As pointed out in the “Settling In 2018: Indicators if Immigrant Integration” Report (EC & OECD, December 2018), immigrants and ethnic minorities are among the most vulnerable groups to poverty and social exclusion due to the lack of policies and societal structures that could support their social inclusion. Social cohesion is a major and growing political issue, particularly in times of economic crisis, when resources and employment become scarce and the condemnation and demonization of the “other”; the heightened stereotypes; and the perpetuated binaries between “us” and “them,” constitute mainstream collective narratives that result in fear, exclusion and marginalisation of people who are considered “different.” Promoting adult learning as a means of fostering solidarity between cultures and people of all backgrounds is becoming more urgent than ever and creative non-formal and informal learning environments could play a crucial role towards this direction. Providing immigrants with opportunities to participate in cultural activities, along with local young adults, will allow them to create a network of people that could act as reinforcing agents in order to adapt themselves in a new reality. Participation in cultural activities can facilitate socialization and integration into the local community and consequently encourage active participation and social inclusion. The project will enhance the social inclusion of immigrants, mostly young adults, by developing innovative tools for educators and/or non-formal trainers who support adult learners which will facilitate the immigrants’ understanding of the European cultural heritage and values. Part of the project's material (videos with description of cultural products) will be created by immigrants themselves in collaboration with locals and under the guidance of educators and/or non-formal trainers who support adult learners. Through this process they will be able to activate their creative, cooperative and problem-solving skills. These skills are life skills and their cultivation will make an important contribution to their efforts to integrate into the local and the European society at large.<< Objectives >>The project builds upon this crucial aim by incorporating to its core the European cultural heritage to stimulate European awareness and values and making it accessible to less privileged communities. To this end, the project aspires to support the social integration of immigrant communities through their collaboration with local artists as to empower the first and make more resilient the latter, and to equip both culture professionals and adult educators and/or non-formal trainers, with tools for raising awareness of the European cultural heritage, and values which are considered universal. The intersection between the creative sector and social inclusion is of utmost importance for the consortium. Social cohesion is a major and growing political issue, particularly in times of economic and health crisis, when resources and employment become scarce and the condemnation and demonization of the “other” often result in fear and exclusion. Providing immigrants with opportunities to participate in cultural activities, along with local artists who themselves need to build resilience, will allow them to create a network of people that could act as reinforcing agents. In that sense, the project aspires to support the creative potential of people, thus contributing to the recovery resilience of the cultural and creative sectors by having European cultural heritage at the heart of the project.The project’s general objectives are therefore to:• Support the social inclusion of adult immigrants considering the underlying European values;• Stimulate their participation in civic and social life;• Encourage intercultural dialogue and build mutual understanding between new arrivals and the receiving communities;• Promote tolerance, mutual understanding, social cohesion, and support the fight against racism and xenophobia bycultivating critical thinking to people both migrants and local ones;• Develop transversal skills and competences in order to support the socio-educational and personal development of immigrants andlocals, particularly young adults.The project’s specific objectives are to:• Help adult immigrants learn about and make European values on their own;• Provide adult educators with tools in order to raise awareness on the importance of Europe’s cultural heritage, and values;• Develop (young) adults’ creativity skills through video recordings of cultural heritage products;• Organise National and European events to spread the project’s products and results.<< Implementation >>During the project lifecycle, it is expected that:- A number of approximately 120 adult educators will participate in the project's activities, e.g. trainings, experiential worshops etc, and will support the overall development of the project.- A number of approximately 300 adult migrants, refugee and asylum seekers and natives will engage in project activities, e.g. participatory video productions etc, and will have access to all outputs.- Multiplier events in each partner country and a Final Conference in Cyprus.- An LTTA activity for adult educators in GreeceOverall participatory co-creation between different actors in the project:<< Results >>The project impact is as follows: • Raised awareness of the positive impact European cultural heritage makes to society • Raised awareness of new methodologies and educational tools • Greater knowledge of the capacity of European cultural heritage and European values to address social barriers • The local communities will be more cohesive and equitable with less incidences of social exclusion and marginalization of immigrants • Adult educators and culture professionals will be better equipped to deal with future marginalization issues due to their increased professionalism affecting at the same time their local organisations • Raised awareness of policy makers of new models of including European cultural heritage in adult education teaching/learning • Raised cooperation between partners and stakeholders.The following project results are expected:1) Europe4All Digital Filmmaking for Beginners: A Practical Guide to Video Production is a consolidated set of materials and tools that guide both adult educators and all interested (young)adults (locals and immigrants alike) to create a video for cultural communication. It explains step-bystep how to support oneself in making her/his video productions, while engaging with sites ofEuropean cultural heritage.2) Europe4All VIDEO Library is a collection of minimum 24 participatory videos produced by migrants and locals together. The participants will create videos that will highlight European valueswhile exploring the host country’s cultural heritage.3) Europe4All handbook for Adult Educators is an integrated set of materials designed to give adult educators specific tools on how to use the Videos created by the teams of immigrants and localsalike in order to extensively promote the EU values and European cultural heritage and raise awareness and build capacity on these subjects among low-qualified adult learners, for theirpersonal and their collective growth.4) Europe4All Multimedia Manifesto is a set of declarations on issues important to a group of young adults both local natives and migrants, from five different EU countries. The Manifesto will highlightprinciples and suggestions for changes that the group of young adults believe should be made; it will be a communication tool to initiate debate at the global level.