The overall project idea was to develop methods and communication tools on how to reach young people who the partner organisations normally don’t reach. The project focuses on one of five main aims for EU 2020, to strengthen social inclusion, equality and active citizenship. The aim with the project is to foster the inclusion and employment of young people with fewer opportunities. A common challenge for the partners is to reach those young people who are beyond our organisations normal working area. Young people who might be out of work, education and social context. Come Join Us has focused on Non-formal learning methods and met the specific objectives to promote participation for young people, active citizenship and social inclusion and solidarity in a democratic life. The partnership brought previous experiences, activities and exchanged skills and knowledge on how to increase and strengthening training paths of educators and youth workers. Originally there were five project partners in the project. ASH Wales a NGO in Cardiff Wales with expertise in webpages and communication, they had also great contacts with youth centres in extremely deprived areas. The French partner MEBA, a NGO, works mainly with EVS-projects in Bordeaux´s socioeconomic disadvantages areas. MEBA also cooperates with museums and organisations who work in deprived areas in an innovative way. The German partner, the Municipality of Bochum Youth Department, worked with youth centres and close contact with researchers. KEUDA in Järvenpää, Finland is a Vocational education, who educates youth workers with a wide range of specialities, health, fine art and culture and media. The Lead partner Kulturskolan Stockholm in Sweden, has expertise in non-formal learning, creativity and culture activities for young people and has a vision to reach youngsters in deprived areas.But unfortunately the German partner couldn’t fulfil their commitments. Prior to a conflict between the German project manager and the other partners it was impossible to continue in a fruitful way. The lead partner had several discussions with the German partner, with the hope to replace the project manager with another one, but their organisation chose to drop out. The Swedish National Agency were contacted before that happened and gave the lead partner guides and support on how to proceed. The tasks from the Germans were divided between the partners, for example the research work were taken over by Sweden and France. The remaining partners continued the work load until the end. Main Activities: The project had four transnational partner meetings in Stockholm 9-11 Nov 2015 , Cardiff 16-18 May 2016 , Helsinki 6-9 Dec 2016 and in Bordeaux 3-5 April 2017. Between the physical meetings there have been around 20 Skype meetings were all partners have collaborated for keeping the project on track. One transnational training took place in Järvenpää 4-8 April 2016, with two expert trainers from SALTO-YOUTH. All partners have worked strongly with the two Intellectual outputs IO1 “Research, analysis and studies of the young people aged 13-22” and the IO2 “Website with on-line Guideline with methods and manuals for youth workers and teachers to use and a virtual collaboration”. There were three Multiplier events in Finland 30 August, Sweden 5th September and in France 21st September. Together with this KA2-strategical project, the partners applied for a KA1 Mobility for youth workers “Come 2 Join Us!”, were we had four one-week-long practical trainings for youth workers. Each of the trainings had a special theme related to the EUs eighth key competences, “Attitudes and Values”, “Learning to Learn”, “Self-esteem and Self-confidence” and finally “Active Citizenship”. “Come 2 Join Us!” was a great complement to the theoretical work in KA2 Come join UsAs a result of the IO2, a method bank was created on the projects webpage www.comejoinus.eu The result has been a joint effort of work from all four partners. The methods have been tried out during the four trainings. As a result of the IO1, the Research work, all partners have deeply investigated the reasons why it is so hard to reach young people in socioeconomic disadvantaged areas and who are not familiar and comfortable with the partner’s activities. The partners have learnt how important it is to use the third space, to collaborate with other organisations in the society. The partners have acquired new aspects and competences, also new ways of working. All partners have reached more young people and this work will continue when the project is to end. Long-term benefits: Young people with fewer opportunities are taking a more active role in the local society, participating in local activities and are active in NGOs, education and health supporting activates. Young people are more interested of EVS-project.

I-Motole responded so to the European needs, challenges & policy within Adult Education: Recognition + validation of key competences acquired through non-formal learning as a major challenge (CEDEF OP 2009) covering the settled four common EU objectives to address challenges in education and training systems by 2020: making lifelong learning and mobility a reality, improving the quality and efficiency of education and training, etc.The targeted groups were specially Roma & disadvantaged groups; refugees and asylum-seekers; people with disabilities; people in specific situations of exclusion from learning, such as those in prisons, plus members of deprived communities experiencing poverty and social exclusion.We also targeted educators, trainers, staff, other professionals and policy makers working in adult education once their work affects directly or indirectly our last beneficiary (adult learners).The overall aim of the project was to produce a more effective educational experience for adult learners through effective strategies focused on improving the intrinsic motivation of adults from marginal, vulnerable, disadvantaged groups or situations of social exclusion. Firstly we developed an Analysis research and Needs Analysis (IO1) to identifies the gap between teachers and vulnerable learners perceptions that affects learner’s motivation. Then, innovative methods were developed and included on the Training Package for Adult Educators (IO2) developed. The partnership met in September 2018 in Macedonia (C1) to train each other and go back to each country in order to pilot with Adult practitioners. Adult practitioners involved reported that they feel more motivated and learnt tools to use in their sessions.A Validation Portfolio (IO3) was developed to raise awareness among learners of the competences acquired in non-formal and informal settings. This portfolio also serves as a tool for the educators to track, validate and certify their learner’s knowledge and competences what also enhance the learner’s employability opportunities. The most satisfactory register that we received during the project was from the evaluations results of the 83 learners that had the opportunity to participate, at least, in one of the sessions provided training activity in Portugal in March 2019 (C1). For most of them this was their first experience in such international context. Through the development of the Recommendations (IO4) and the dissemination events, we could spread the Action plan with recommendations to improve Adults Education systems in Europe throughout many different organizations and levels of actions at a systemic level.Each partner held local multiplier events, the Belgian partner hosted the International Multiplier event where we had the opportunity to meet and share with a major number of policy makers and professionals on the adult education field all project developed.Throughout the project lifetime the Online Interactive Portal (IO5) has been enriched with the interactive tools developed by the partners. Those methodologies are online and available to all educators across Europe and behind boarders - they can be used in a variety of contexts of adult education, in any way limited to any particular educational content, being useful for any matter to be delivered by adult educators, whether it is languages, academic subject teaching, practical, vocational trainings, etc..). Among the long-term benefits for adult learners, the opportunity to experience and learn with other peers from other countries provided them self-confidence and an all-new experience as a real feeling about European citizenship. Moreover, they had the opportunity to get to know better themselves, rising awareness of their effective potential and improving their quality of life: their social and civil skills were enhanced.For the staff of our schools and associations, for our local partners, and for all the educators and trainers we are now equipped with luggage of activities, methodologies and tools to deal with adult learners and in how to improve their motivation to keep studying, participating and investing on their future. we had the opportunity to meet other training organizations and schools across Europe; understanding the work they do and how they are doing it; creating and testing new methodologies and activities for adult education; testing our new propositions and mainly enlarging our spectrum of action on the field as enlarging our international network.The project brought more attention to adult education and its importance among our institutions, staff, local partners and policy makers, where there is little investment in innovation. Finally it also made people (organizations and learners) more aware of the possibilities of such projects and about Erasmus+ program.The policy makers that the partnership met were available with engagement, promising an Imotole impact on future policies.