"Due to the open labour market and an increased rate of migration, the recognition and validation of competences, from non-formal and informal learning, is one of the key topics in Europe today (EU COUNCIL RECOMMENDATION December 20th, 2012 on the validation of non-formal and informal learning). The basis of the EQF is the traceability of acquired skills which encourages the mobility of European workers, but a comparability of qualifications and skills is required. In addition to the ""formal qualifications"", non-formal learning plays an increasing key role. The European Qualifications Framework and its implementation in the NQFs set an initial basis for the comparability of learning outcomes (ECVET). Validation has become part of the policy agenda at European level.The starting point of the project Match2NQF was a transfer of the KøDE-NQF methodology which for the first time matched KODE®-Model for recognition and validation of competences, including those achieved in non-formal and informal learning, with the European Qualifications Framework as well as with National Qualifications Frameworks on the basis of the underlying Atlas of Competencies with its 64 competences in the four fields of: personal competency, competency of activity and decision-making, social communicative competency and professional/methodological competency.The project aimed to: - transfer and adapt the KøDE-NQF methodology to the requirements of the NQFs in France, Spain and Sweden - provide a set of enhanced tools and a handbook, developed in cooperation with experts in the professional areas, to be used in the field of career guidance in order to measure the competences of persons with highly developed competences and/or a lack of formal qualifications and to locate the need for parts of qualification/developing competences in order to have concrete tools that allow to transfer the European and National developments in terms of frameworks to practitioners in the project countries and Europe. Enhanced tools are developed for certain professional profiles in Germany, France, Spain and Sweden. A close cooperation with the competent bodies in all project countries emphasized the successful implementation of these concrete tools for career guidance staff.The project MATCH2NQF with its handbooks and tools reflects not only the EQF, NQF and ECVET requirements but also the sectors of highest mobility (e.g. Health, Manufacturing) and highest rate of future mobility (e.g. Tourism - Wellness) in Europe. The impact of the project was to: - strengthen the importance of non-formal learning experiences and their recognition and validation;- provide staff in the field of career guidance with knowledge, skills and competence (curriculum/learning/training activity) and a set of tools (for other professional profiles) that reflects the current European policy but also is to be used in the every-day professional life;- encourage a more positive attitude towards the EU values and instruments;- ensure a greater understanding and responsiveness to non-formal and informal learning and its recognition;- reinforce interaction between practice, research and policy for implementation of European and National Qualifications Frameworks.The project was directed in first line to the practitioners in the field of guidance and counselling (guidance counsellors, advisers, consultants, educational staff) working at educational and vocational institutions, and stakeholders and policy makers responsible for recognition and validation of competences acquired in non-formal context. Within the project activities at least 222 persons were reached directly through multiplier activities. The final beneficiaries of the project are: VET providers and other education which work in the field of measurement and validation of competencies acquired not only in formal education context but also non-formal and informal context, for example educational institutions for further education to universities working in the field of competencies assessment. Additional beneficiaries are those people who do not only have formal education and professional qualifications, but have highly developed non-formal and informal skills and competences, who move at the European or even global labour market and require a comparable recognition of their elaborate competencies, as well as persons who have acquired competencies and skills within non-formal context and want their skills and competencies to be validated."

The general objective is to overcome the lack of Open Educational Resources (OER) to help trainers and teachers to teach the basics of ICT in a way that goes beyond the simple use. The final beneficiaries targeted by the project are adult learners in non-formal education, but also students from formal education, in need of a holistic discovery of new technologies. The starting point, which motivates the project, is the fact that ICT literacy considers only a limited approach in this field. It showcases the software used in desktop applications (for future professionalizing goals), and services to citizens and consumers (for goals of citizenship and social inclusion). Other important aspects are overlooked, and important dimensions of the society's transformation by new technologies are sometimes ignored. The project aims to involve (basic) ICT trainers and teacher (and all educational staff people) in a different approach, with a wider vision of ICT emergence in our society, and a wider understanding about the way that ICT influence our culture, our professional life and everyday life. It aims to increase the critical thinking about new technologies. It aims to act on usual educative actions about ICT, implemented by regional, national and local governments, by demonstrating its wide openness on different view angles, and its motivational virtue. The project is centred on the production of open educational resources (OERs) to be used for professional purposes in the area of ICT learning, with adults and students. These OERs are structured in 44 lessons in the field of programming, narratives methodologies (storytelling), rich media production (photography, video and sound), and digital. The lessons, representing a 120 hrs course, can be accessed by two different paths: a non-formal course (designed for adult education), structured in 4 themes (audiovisual, storytelling, creative code, digital art), or a formal course (designed for formal students) structured in 3 levels (referring to a Borges’ story) on one single multilingual platform (4cde.eu). A Skills Reference Guide accompany the lessons and the platform includes all educational resources, pedagogical information and assessment processes. Five multiplier events aiming the dissemination of all OERs have been held in all partners countries. Two joint-staff trainings were specifically made in order to help the staff involved in the project to produce the OERs.The project involve 5 partners from 5 countries: a research centre in Art studies of a university (UALG-CIAC, PT), three organizations working with adults, in the field of ICT and Arts, for digital inclusion, and for digital key competencies with job seekers (Perspectives, BE - ADPI, FR - FACT, UK), and an organization active in the field of cultural diffusion to a wide audience (Melting Pro Learning, IT).

The current refugee flows and the need to integrate large populations of refugees and asylum seekers from conflict areas have posed several challenges at the EU level, the most urgent being humanitarian aid. Nevertheless, when the time comes for refugees to settle and integrate European cities, it becomes urgent to find a job. Migrants and refugees need the specialized support of career counselors and counselors to validate their skills and obtain relevant qualifications for the labor market.Guidance counselors need new methodologies and tools to work with migrants and refugees. The PERSPECTIVE project aimed to strengthen the capacity of guidance counselors to work with migrants and refugees and equip them with tools and methods to better meet the needs of migrants and refugees. The specific objectives of the project are:- develop a method for evaluating and validating key competences, combining the use of standardized test methods and qualitative assessment.- Build the capacity of guidance counselors on how to assess the core competencies of migrants, refugees and asylum seekers and how to help migrants and refugees demonstrate their skills.The partners are ADPI, France, provider of veterinary services to the unemployed and migrants; IDEC, Greek Center for Lifelong Learning, Consulting and Software Development Certified Greek VHS Cham, Learning Provider for Migrants from Southern Germany; HRV is a British company specializing in the orientation of disadvantaged people. Club for UNESCO Piraeus and Islands (EL), main actor of culture, it also provides humanitarian aid and support to migrants and disadvantaged people.PERSPECTIVE draws on current intercultural training models and curricula, as well as the results of previous projects, MIGRANTS +, which has developed software to identify training needs for core competencies, and Match2NQF, who developed a framework for assessing competencies against national qualifications. .The results of the project are:- an online assessment tool for basic skills- a training program for advisers- a manual for advisors • - The enrichment of an online platform and a community of practices for advisers (DISCUSS)- a structured assessment of the impact of training the self-assessment tool for assessing key competences will be accessible and can be used by an unlimited number of migrants and refugees, wherever they may be, as soon as one of the languages ​​in which they are spoken available (French, English, German, Arabic and Greek).The online platform and the community of practice for guidance counselors can also be used by or consulted and support guidance counselors in their work, across Europe of course. The guidance counselor course and handbook, though piloted at the European level, are aimed at guidance counselors, who provide their services mainly at a micro level (local and regional). For local authorities , the national authorities and Europe, the influx of so many migrants and refugees is a real challenge. That refugees and migrants acquire key skills that employers value and find employment does not simply mean that the state spends less. This translates into the fact that migrants and refugees feel better, integrate more easily into the society and values ​​of Europe.

For some years now, Europe has been facing a massive flow of migrants with many of them coming from countries where Sustainable Development is anything but a well-known or implemented concept. Migrants often have various difficulties with their integration. They frequently do not face only social exclusion because of lack of language skills, but also cultural and economic downfalls. IN-Life wants to contribute to facilitate integration by providing language teaching/learning resources on Sustainable Development to people working with this target group and migrants themselves. The starting point to develop IN-Life teaching/learning resources on Sustainable Development and how to implement them in language teaching was twofold. On one hand, the project partnership representing adult education, integration measures and education for sustainable development, carried out a survey on the current education policy and progress of development of Education for Sustainable Development (ESD) in the context of education measures for migrant learners in four participating countries: Germany, Italy, France and Scotland. The survey included both desktop and field research on the current state of Education for Sustainable Development in the context of language provision and integration measures for migrant learners as well as on the awareness of the subject Sustainable Development among teachers and trainers working mostly in adult education and learners with migration backgrounds. The main tool used for conducting the survey was an interview questionnaire. The aim of the interviews was to set up the list of the most relevant topics of Sustainable Development. The results of the interviews gave a fruitful impulse for the development and expansion of the ideas, tools, exercises, group activities of education for Sustainable Development in the context of language provision for learners. On the other hand, the five priority action areas to advance the ESD agenda set up in the GAP – Global Action Programme and the 17 UNESCO Sustainable Development Goals are the foundation for the development of the teaching/learning resources as well as the Guidelines, with special focus on the Global Priority Action Areas. IN-Life mainly targets the following groups: •Stakeholders, leaders, policy makers and those responsible for development and implementation of integration measures, as well as education for Sustainable Development•Adult education providers, teachers and trainers, all working with migrant learners•Migrant learners, who can benefit from the new knowledge and skills gained on Sustainable Development. IN-Life develops and offers an integrated concept of language teaching with elements of Sustainable Development for the specific target group of migrant learners in the European Union and the project prepares adult education institutions to work with this target group on SD.IN-Life also intends to enhance the key competences of migrants and asylum seekers and, therefore, facilitates and promotes integration. So far this specific target group has been left out of measures for Education for Sustainable Development (ESD) in adult education. IN-Life addresses competences like communication in foreign languages, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, as well as cultural awareness and expression. The developed resources are available online and a learning platform http://in-life.eu/home/ contains the teaching and learning resources and interactive content which in turn avoids printing costs and ensures waste prevention.IN-Life delivers a valuable contribution to inclusive education and training of all citizens in Europe with making available the learning and teaching materials in German, English, French and Italian (the most common mother tongues in Europe). With its contribution to ESD, IN-Life encourages the development of a smart, sustainable and inclusive society by giving migrant adult learners the chance to acquire basic and transferable skills for Sustainable Development (SD), gaining knowledge and experience in ESD, receiving a high-quality qualification and enhancing beneficiaries’ chances on the labour market. Through that educational, social and economic disparities are reduced in a sustainable way. As a side-effect, IN-Life also strengthens the capacity of education for Sustainable Development by raising awareness and enhancing the knowledge of Adult Education institutions for intercultural dialogue, diversity and Sustainable Development.

The project’s idea came from analysis of the situation in the area of employment and particularly employment of people with disabilities. According to OECD, in 2014 there were about 4 million jobs needed to return to pre-crisis employment levels and persons with disabilities, among other groups, were facing particularly high risks of being marginalized in the labor market. At the EU level, about 47% of persons with disabilities were employed compared to 72% of persons without disabilities. There was a need of response, and one of the under-explored areas was action for entrepreneurship and for self-employment among disadvantaged groups. In view of this situation, the main objective of the project was to promote inclusive entrepreneurship for People with physical disability (PWD) by developing a methodology based on job shadowing, mentoring and coaching of PWD willing to become entrepreneurs or free lancers by entrepreneurs and free lancers. The partnership consisted of 5 organisations being a mixture of entities having two main kind of expertise needed for this project: experience in education and support to entrepreneurship and support to labor insertion of people with disabilities. CWEP and BDC are partners specialized in training on entrepreneurship and support to startups, BDC, Aforisma, FDO and ADPI are experienced in labor insertion of people with disabilities. Each member in the consortium organizes VET courses and in addition, CWEP has experience in project management and IT expertise sufficient for development of online versions of the intellectual outputs. Moreover, except for CWEP, all other partners already cooperated in project ESES Designing the Competence Profile of the European Supported Employment Specialist 526851-LLP-2012-IT-LEONARDO-LMP.The main undertaken activities in the project included work on the main results, meaning that the activities included elaboration of two guides and their on-line versions which were then extensively tested and improved during complex piloting activities (consisting of trainings, job shadowing, mentoring and coaching – all described later in the report). Important activities concerned also LTTA, which included recruitment and training of trainers and PWD in Pisa. Another important part of activities included quality assurance and dissemination of the outcomes in order to assure their exploitation also in other EU countries and other fields. The dissemination included large number of Multiplier Events organised in each country. The results of the project include tangible results which are four main intellectual outputs: Guide How to coach people with disability for developing inclusive entrepreneurship, e-course How to mentor people with disability for developing inclusive entrepreneurship, Inclusive Entrepreneurship Manual. Guide for not able bodied on developing your own business or consultancy and e-course for not able bodied on developing your own business or consultancy, as well as many dissemination materials (website, social channels, leaflets, newsletters, posters, presentations, articles) and working materials including plans and very important intangible results. Those are: improved key competencies of target groups, particularly strengthened development of key competence sense of initiative and entrepreneurship, enhanced access to VET of PWD by providing an efficient guidance service through intellectual outputs, better understanding of work based learning, inclusive training and social inclusion concepts, better educational offer of organisations offering training as well as new networks of cooperation that the partners reached thanks to project’s development. The impact exceeded the expectations. It can be seen in partners’ organizations, their staff and learners, PWD and trainers, operators in the field of adult education. The most important is that all who participated in activities or at least heard about its results, have better awareness about inclusive training, social inclusion and the particular needs of PWD. In addition, the usage of e-courses themselves helps in increasing ICT skills. One of the very concrete and direct proof of project’s impact is example of 3 Polish PWD who due to project activities joined the open labour market – more about it is written in ‘follow up’ section of this report. Project was addressed to trainers of PWD and PWD themselves and it is expected that the benefits in the form of better skills will have long-term character in their lives. However, a significant group benefiting indirectly were VET education centres, VET schools, organisations working with PWD, their associations, NGOs. These organisations will benefit from using the guides and e-courses. As the guides are available for downloading from the website and the e-courses are open to public and they will be maintained for next years, it is expected that it will be used by the organisations for longer time bringing them benefits.