What was Art4Inc about? Art4inc was developed in response to the challenges facing adult educators who are working with an ever-increasing number of marginalized people, in particular migrants and refugees. Educators are the key enablers to support these communities on an educational journey to the highly valued key competencies that are essential for social inclusion and personal fulfillment. Yet many front line staff working in community programmes lack sufficient training to help build the key competences of their target groups, and adequately address linguistic, social and cultural barriers. What did Art4Inc do? Art4Inc used the ancient artistic disciplines of storytelling, music and drama to develop, test and implemented bespoke training resources that support adult educators in engaging with the acquisition of the key competencies among migrant and refugee groups and other marginalized communities of Europe. What has Art4Inc achieved? 1. IN-SERVICE TRAINING PROGRAMME AND HANDBOOK - Learner manual and research report that contributes to the continuous professional development being relevant to any educator working to support the inclusion of marginalized groups in any educational setting. 2. BUILDING BASIC SKILLS - Art4inc teacher's toolbox e-book is a suit of 12 open access learning resources in all partner languages, 4 for each of the three artistic disciplines selected: storytelling, drama and music. The resources developed support the acquisition of basic skills and are useful to any front-line worker engaging adult migrant 3. MULTI-LINGUAL E-LEARNING PLATFORM - In-service training programme providing access to the full suite of Educators Toolbox of Alternative Educational Resources and optimized for mobile access on laptop, tablet or smartphone 4. SCIENTIFIC PAPER - The document examines the experience of the project partners in 6 different countries and making key recommendations for future developments. How did Art4Inc achieve its objectives? The primary target groups of the art4inc project were adult education professionals and migrant support workers who are engaged at the front-line of the migrant integration process. The 7 project partners had extensive close contacts with the adult education and migrant integration professionals working in a range of diverse adult and community education settings with whom they interacted on a daily and weekly basis. This was also the initial target group for dissemination activities outside our partnership in the early phases of project planning and development. Each partner established a research control group comprising 6 to 8 adult education or migrant support workers. These forums were been used to test and validate the development actions of the consortium and the products and resources developed. This was an important element of the dissemination strategy in that has helped to build a cohort of advocates for the project in each local area. Once the development process had started, project partners extended their dissemination activities beyond the local and individual focus to regional, national and international level to organisations and institutions dealing with adult education, integration of migrants, lifelong learning and social integration. These organisations have been important multipliers in the dissemination strategy of the project. Local Learning Festivals have taken place in Germany, Ireland, Romania, Spain, Czech Republic and Finland and a final conference in Germany. These public events were used to present all project outputs to relevant target group representative bodies. All project results were presented to the relevant target group representatives at these public events. More than 25 adult migrants took part in learning activities during the festivals in each participating country and 90 adult education and migrant integration sectors participated in the final conference in Germany. In addition, at least 10 education managers and policy-makers participated in the National Campaign Events in each partner country at the end of the project when the scientific paper was finalized. The project was considered to be innovative among local participants because neither the adult educators nor the migrant learners engaged in local implementation activities had ever completed targeted training that helped them to use artistic disciplines to support integration activities. Some local projects have as early as used storytelling to support the integration of migrants in the past. But using storytelling still requires a certain level of competence in the host language. By using drama and music techniques, Art4Inc has made it possible for local adult educators to reach migrant learners with no English language skills at all and supported them to engage these adult learners in personal and social development programmes. This represents a significant innovation for adult education in the regions of partner countries.

"The battle against unemployment and social exclusion of youths is one of the major challenges modern Europe has been facing. Assumptions of the Europe 2020 strategy clearly indicate the priority step aimed at improvement of the situation of young people, which is te reduction of early school leaving.Research shows that there are several factors affecting the premature leaving from the education system: poverty, lack of employment, low cultural and social capital, lack of educational aspirations in an environment of growing residence as well as limited access to institutions that are a potential source of the support.In addition to schools, institutions which are directly or indirectly involved in the process of equalization of opportunities for young people facing the risk of social exclusion are public aid institutions. Lack of the modern standards of work, institutional barriers and limited access of the personnel to the courses of professional qualifications result in an inadequacy of support offered by the mentioned above institutions to the present needs. As a result, support for families facing the risk of the social exclusion is reduced only to the financial assistance. The experience of organizations, involved in the partnership, indicates that an opportunity to increase the effectiveness of public aid institutions in the context of combating social exclusion of young people is the use of non-formal education methods. Learning through practice and experience is one of the most important tool in fostering young people's sense of self-awareness, motivation and responsibility for their own career and educational choices.The aim of the project is to increase the level of social integration of young people faced with the risk of the social exclusion through the widespread application of methods of non-formal education in public aid institutions.The specific objectives of the project are: 1. Increase the professional competence of the professionals in the field of use of non-formal education methods in working with young people faced with the risk of the social exclusion.2. Preparation of a new form of environmental support addressed to young people at the risk of the social exclusion by adapting the methods and techniques used in non-formal education to the conditions and practices of public aid institutions.The project is addressed to representatives of public institutions working to support individuals and families excluded or facing the risk of the social exclusion (social workers, family assistants)Implementation of the objectives will be possible through a partnership of three organizations from three different countries, the European Union members(Poland, Spain and Germany), experienced in effectively combating unemployment and social exclusion, as well as in the use of non-formal education methods.Achieving it will be possible by a consistent production of the following Intelectual Outputs: 1. Online educational platform ""Integration by Inspiration"" - an interactive educational tool aimed at the target group of the project and others interested in the subject of the project. The platform will contain workshops programms and plans of action as well as individual interviews. They will be using a variety of non-formal methods focused mainly on: motivation for self-development, continuation of an education, career counseling, youths’ talents and passions discovering.2. Report coming from the focus groups ""Determinants of an effective support for socially excluded youths"" consisiting of an analysis of the target group’s needs and the expectations in the context of the use of non-formal education methods in order to prevent social exclusion of young people. 3. E - book: ""Integration by Inspiration - non-formal educational methods in working with young people faced with the risk of the social exclusion"". Manual methods, tools and techniques that could be applied in a daily practice by representatives of the target groups.An important activity within the project would be training of a target group's representatives - 45 participants (15 participants from each partner country) in the practical application of manufactured tools and participation of the target group in the process of testing and evaluation. The plan of the distribution of the project’s results expects its impact not only on the representatives of the target group but also to other stakeholders having a potential and real impact to the situation of the youths: local, regional and national (in each of the partner countries) social policy makers, education experts, and, in general, personnel who is working with youth. With the compilation of the described impacts, the project will result in the wider use of non-formal education in the process of social integration of young people and in the long term would help to reduce the level of unemployment and social exclusion of young people in general."

Already in 2008, the EU introduced its climate package. With the 20-20-20 targets as relevant part of the Europe 2020 Strategy, the CO2 emissions shall be reduced by 20 per cent until 2020, the share of Renewable Energies shall be increased by 20 per cent and the energy efficiency shall be raised by 20 per cent. Apart from the energy efficiency raise in all energy appliances and in the energy transition as well as the increasing replacing of fossil energy sources by Regenerative ones – as technological columns of climate protection – the behaviour of the households and other consumer groups needs to change. However, particularly low-income households are not able to balance the increasing energy prices with a reduction of electricity consumption. They also do not obtain the financial means to invest in electricity and energy saving devices. Relevant saving potentials remain unused. This was the starting point of our project Power Saving Check that was implemented by one association of craftsmen, one municipality and five educational institutions from Germany, Spain, Hungary, Italy and Romania. The Power Saving Check, that has been already been offered nationwide in Germany, consists of the transfer of knowledge aimed at consumers in low income households, enabling them to deal consciously with energy for heating, cooking, lighting and the use of electronic devices, media and communication devices and to sensitise them for a higher attention in the purchase of according devices relating to their need of energy. This knowledge transfer was done in form of a free consultation – the Power Saving Check. By the change of the user behaviour and low investments (Direct Installations), the electricity, water and heating energy consumption of those households is greatly reduced. The consultation is implemented by so-called Power Saving Checkers – unemployed people, particularly long-term unemployed people and unemployed young people – and requires an appropriate qualification. An adequate further education was not offered in the partner countries before our project. In the course of the project, the following results were achieved: •Based on the transfer of the concept Power Saving Check, curricula and handbooks for the training of Power Saving Checkers were transferred to Spain, Hungary, Italy and Romania, tested in practice, optimised and submitted to the responsible institutions for certification. •In addition, newly developed blended-learning courses make a qualification as Power Saving Checkers in the partner countries possible – independent from the place and in any case cost and time saving. •In the frame of a pilot training, 16 experienced adult educators from Spain, Hungary, Italy and Romania were enabled to train Power Saving Checkers and to disseminate their knowledge to multipliers. •During the test phases in the partner countries, 59 unemployed people and 11 staff members of handicraft enterprises were qualified as Power-Saving-Checkers. They implemented Power Saving Checks in 104 low-income households. •Due to the 768 Direct Installations (energy saving lamps, shower saving heads, socket boards etc.) that were fixed during their course, within one year 89.311 kWh electrical energy and 1.955 m³ water will be saved in those households. The CO² emission will in the same year be reduced by 77.828 kg.•The Online Power Saving Calculator that was also developed during the project elaborated the calculation and publication of those savings.•The close co-operation with different stakeholders, particularly SME, during the implementation of the project activities in the partner countries led to the fact that new forms of partnerships between education and employment could be developed. In the long-term, Power Saving Check contributes to enable relevant stakeholders and decision makers at the national level to use the potentials and resources existing in the partner countries better to extend their systems of general education (ET 2020), to increase their employment rate, to reduce CO2 emissions and to improve the energy efficiency (Europe 2020).