The ARIVE project addressed the todays need for increasing effectiveness and facilitating process of labour market integration of humanitarian migrants. This social group requires particular support at the beginning of integration to the society and labour market. They generally arrive with weak, if any attachment or link to the host country and have gained qualifications and work experience in very different labour market conditions. Generally, it takes long time (5-6 years) for integration of 50% of migrants in the area of EU countries. Long periods of inactivity also lead to demotivation and deskilling; deskilling in turns means that they could only accept low-skilled jobs, remaining trapped in a low socioeconomic cycle. Moreover, low-skilled refugees are even more negatively affected than other migrants are and they are left to find their own way in societies with high labour market threshold (European Council). The main activities within the project ARIVE are aimed to deal with all major causes that prevent refugees’ integration to boost levels of integration in communities. These issues include lack of recognition of knowledge, competence and skills, including previous studies; deskilling and social isolation; lack of working experience in the host country and peer networks at a suitable professional/ vocational level; language and understanding of the civic and social landscape.The general objective of the project was to develop quality learning opportunities in order to encourage low-qualified and low-skilled humanitarian migrants to assess and upskill their competences in order to enter the labour market at early stages. The primary target group in the project was professionals and educators working with counselling/education and employment of humanitarian migrants. They were involved directly in research, development and training activities.The secondary target group was humanitarian migrants, especially those with long distance to labour market due to low prior qualification and limited working experience. The elaborated deliverables were: O1: Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe” The methodology combines 3 main approaches for collecting information, combining quantitative and qualitative types of research:Desk research (statistics and regulations); Interviews with stakeholders (implementation from the perspective of professionals); Focus groups with humanitarian migrants (implementation from individual perspective); Existing national reports and analysisO2: Refugees Integration Assessment Toolkit: INTEGRASS.The “INTEGRASS” is a toolkit for assessing formal, non-formal and informal knowledge, competence and skills as well as the education level of the humanitarian migrants. The INTEGRASS was tested in the pilot activities.O3: Migrant Service Provider Curriculum Handbook with focus on upskilling and work-based laboratoriesThe Curriculum Handbook embraces 2 parts: 1. UNDERSTANDING THE NEEDS of low-qualified migrants for better service provision by Migrant Service Provider. 2. COUNSELLING AND TRAINING MATERIAL FOR LOW-QUALIFIED MIGRANTS as a first step in integration process. The Curriculum Handbook was tested in the pilot activities.O4: Toolkit for the Validation and Quality Assurance of the CurriculumThe Toolkit for the Validation and Quality Assurance of the Curriculum has been developed as a methodological support for implementation of IO2 and IO3 for trainining and counselling of low-qualified humanitarian migrants. This IO was the final step in the holistic approach for social/labour market integration of humanitarian migrants:1. Validation of formal and informal competences through INTEGRASS (IO2) 2. Training courses to empower the individual and cover learning gaps (IO3) 3. Development of individual action plan based on validation and training (IO4) O5: Guidelines for policy-makers and practitioners working with integration of low-qualified humanitarian migrants EU-wide guidelines has been developed with a set of recommendations and best practices focused on successful integration of low-qualified humanitarian migrants. About 160 participants took part in the interview, which allowed the partners to develop IO1 (Report “Who is integrated in Europe? Social and labour market integration of the low-qualified humanitarian migrants in Europe”), about 100 participants took part in training courses which allowed the partners to develop and finalize IO2, IO3, IO4. The project has contributed and will continue to promote the empowerment and active citizenship of adult learners in the long term impact. The benefits of humanitarian migrants who were an active part of the project during research, development and piloting of its intellectual outputs within the regional stakeholder networks are evident for the long-term impact.

Socio-economic integration is essential for long-term employment stability, community participation and ultimately happiness in their new societies for refugees and humanitarian migrants. Nonetheless, there are extensive and deep-rooted barriers to overcome before integration is a reality, which are long-standing issues that persist to the current day. Adult education has a critical role to play in successful integration processes, by equipping individual refugees with the means to address many of the barriers that they face. In this context, with its focus on equipping refugees with skills and knowledge for digital self-learning and resilience, IEEDO develops innovative customised eLearning resources that promote resilience and efficacy in digital self-learning for refugees and humanitarian migrants - and the tutors and coaches that support them to reduce the disparity they face in European adult education. Its objectives surround the creation at the European level of novel tools and gamification-based learning methodologies for refugee that combine holistic digital skills informed by the EU Digcomp framework with the EU Key Competence of ‘learning how to learn’ that are that designed, developed and mobilised at a common transnational level.Over 36 months, the IEEDO project will engage with 60 coaches and 300 refugees, as well as a range of stakeholder organisations in its validation activities to design five specific Intellectual Outputs. The project begins with a study to provide a robust methodological underpinning for its approach in IO1 Digital self-learning: Pedagogical Framework. This, in turn leads to the design and production of IO2, the Coaching Curriculum Programme: Supporting Digital Self-Learning with specified and detailed learning objectives, and content development for the tutors and coaches that support the target community of learners – many of whom are earlier generation refugees themselves. At the heart of the project is IO3 - The IEEDO Digital Kit for building resilience in self-learning. This is an interactive eLearning resource for refugees using interactive and videogame-based approaches for refugees to develop their digital self-learning skills for resilience and progression, whether learning in autonomous or blended learning concepts. This is accompanied by IO4, the Pedagogical Guide and Digital Resource Pack for Coaches to ensure that coaches and tutors in adult and community learning contexts are equipped with the skills and knowledge to accompany IO3 and support refugees as they develop their digital self-learning skills. Finally, IO5 Guidelines for IDDEO learning suite service integration draws together the experiences of the project to produce a step guide for learning providers and service design managers on the key principles, techniques and resources generated by IEEEDO and how to get the best from them so that refugees are supported with customised and flexible approaches specifically designed for them.The IEEDO project also implements a transnational joint staff training event, in which the coordinators of the digital learning coaches in each country work together at a high pedagogical level so that the developed resources can be robustly validated with the refugee learner communities. There is also a programme of 6 Multiplier events in partner countries, including a mid-term transnational conference in Berlin and the final IEEDO conference in the UK.Ultimately, IEEDO offers a flexible, sustainable solution that is scalable, transferable and replicable, contributing to the innovation that will be required to address this challenge. The ultimate, long term vision is that partners and their networks will open up new avenues for effective adult and community-based learning with refugees and humanitarian migrants through the IEEDO model of digital self-learning to foster educational, social and economic integration as an exemplar approach for refugee communities.

Socio-economic integration is essential for refugees and humanitarian migrants long term employment stability, community participation and ultimately happiness in their new societies. However, socio-economic integration is difficult to achieve for a refugee and humanitarian migrant coming to Europe. In order to achieve socio-economic integration, an individual has to more than access public services, or gain entry into the Labour Market. The Strengthening Employment, Education and Employment Skills for Integration – refugee, migrant and asylum seekers (SEESI) project will establish the frameworks and curriculum to create a role that enables first language support on key concepts of the local labour market, economic, social and civil integration whilst transitioning the individual refugee to be able to effectively access and benefit from available host country services. Socio-economic integration is a long term and holistic process, incorporating a wide range of different elements, including: refugees and humanitarian migrants application process advice; general Information, Advice and Guidance on benefits, housing and local support services; skills and education development; employment support and community engagement. Without one element in place, not only will have the socio-economic integration process have failed for the individual but it could also result in long-term instability, community isolation and general lack of social participation on a range of levels for the individual. A key reason for this failure is ultimately the language barriers that exist for refugees throughout Europe. The SEESI project’s main objective is to resolve a fault to the socio-economic integration process through mobilising a unique 'Life(skills) before Language' (LBL) approach to the language barrier that refugees and migrants experience upon arrival in Europe. Through developing the skill-sets of ‘in-community’ Support Workers, who are often the first contact point, refugees and migrants meet in their new host country, the SEESI project aims to revolutionize the socio-economic integration process throughout Europe. The SEESI project aims to design a unique training LBL framework and curriculum which will change Support Workers role from helpful members of refugees/migrants own community into a new dynamic job role, responsible for an essential progression route for new refugees/migrants entering Europe and the local community and ultimately the labour market. The SEESI ‘in-community’ Support Worker, currently provides advice and guidance to refugees and migrants, in their mother tongue language, which often provides key information to these groups. Furthermore, official Refugee Support Workers, Employment Advisers, Counsellors, Integration Advisers, as well as local municipality staff depend greatly on the work Support Workers do especially in interpreting and language support. By developing the skill-set of the SEESI ‘in-community’ Support Worker, from basic advice to targeted socio-economic integration service, the role will become more formalised, increase skill-set and will be able to offer targeted support which will ultimately support refugees and migrants integration. The SEESI ‘in-community’ Support Worker will develop training, mentoring and teaching skill-sets alongside their wider community support role, which will ensure that refugees and humanitarian migrants also have the opportunity to develop their skills, knowledge, and wider competences from day one of entering their new host countries. This alternative strategy, Life before Language, will result in refugees and humanitarian migrants gaining the Labour Market skills they require, while learning their host countries’ language on a parallel basis. Rather than the current format where a refugee and humanitarian migrant can only develop civic, social and labour market skills once they have gained a basic level of their host countries’ language. This revolutionary strategy offers a fast track approach of Refugee integration and all through the development of the Support Worker role through the SEESI project. The SEESI project will achieve this through the creation of 6 innovative intellectual outputs designed to increase the Adult Education sector’s knowledge on integration issues, while formalising a unique training methodology aimed at developing the SEESI ‘in-community’ Support Worker creating the future dynamic Refugee Support Workers. Alongside a training curriculum, the SEESI project partners will create Community-based Train the Trainer manual and guidance, offering accessible guidelines on how to deliver the SEESI Support Worker training programmes to volunteers and staff, as well as launching the SEESI outputs on a digital learning platform. Finally a SEESI EU-level guide will be produced on the benefits of mobilisation the SEESI socio-economic integration strategy to revolutionise the future of European-level integration.

The REVALUE project realized a set of tools and methodologies that aim to support refugees and asylum-seekers in finding new labour and inclusion opportunities, thanks to the recognition of their already existing skills and competences and their integration with a new set of tailor-made knowledge that could help them in building up a job career in their new country. Moreover, REVALUE developed a holistic strategy to empower professionals working in the support to newly arrived refugees, asylum-seekers and migrants, by delivering them new tools for assessing their skills and providing new job-related competences, on the basis of a comprehensive and inclusive approach.Composed by a balanced set of VET/employment services providers and migrants' support organizations from Italy, Hungary, France, United Kingdom and Germany, the REVALUE consortium has been able to operate on the basis of a consistent, well-guided and harmonically structured effort, aimed at creating a fuitful cross-breeding of influences and guaranteeing the constant sharing of all output results. The good work accomplished by all partners made it possible to work coherently to what was planned at the beginning of the project, without the need of modifying any of the roles and tasks that were originally planned.As foreseen in the original application, project partners have realized the following outputs:- A toolkit for the assessment of migrants’ and refugees’ skills (IO1 – RESTART), tested on 201 refugees/asylum-seekers. RESTART will support the valorization of refugees/subsidiary protection holders/asylum seekers, helping them in acquiring new job opportunities thanks to the delivery of personalized CVs/Career Plans.- Two tailor-made VET/specialization Courses (IO3 – “Migrant Service Provider” and IO4 – “Social Enterprise Manager” Curriculum programmes, validated through the IO5 - Toolkit for the Validation and Quality Assurance of the Curricula), that will allow refugees/ subsidiary protection holders/asylum seekers to acquire new highly qualifying skills. The Courses, tested on 68 users, consist of a Course Plan, a Didactic Manual and a set of training materials.- A methodology for the creation and implementation of work-based laboratories (IO6), that have been tested and have provided an attestation for 46 users. WBLabs will provide hands-on job-related experience to refugees/subsidiary protection holders/asylum seekers, developing a more solid knowledge of the functioning of a work environment in the new country.- The Report “Who Migrates to Europe” (IO2), developed using the data and information collected in the Skills’ Assessment process and addressed to all stakeholders (from policy-makers to organizations that deliver support to migrants), in order to support the definition of new strategic approaches to social integrationA particularly relevant testing activity has allowed partners to measure constantly the effectiveness and providing feedback collected directly on the field to improve the effectiveness of all tools developed during the project. In each of the partner countries, more than 50 individuals have taken part to the piloting of the IO1, for a total of 201 users all over Europe who have received a CV/portfolio delivered through the Revalue methodology. 68 users tested the two VET courses of REVALUE, while 46 users completed the WBL pathway, obtaining a certificate that will enrich their personal CV.REVALUE has exerted a consistent impact on the partner organizations that have cooperated for its implementation and realization. The opera of cross-fertilization of knowledge, experiences and expertise that took place since the beginning of the project, has been activated and enforced thanks to the strict collaboration and cooperation between all participants. Both on a national and on a transnational level, it has been possible to share fruitfully technical and scientific competences, contributing to increasing the quality of the product and guaranteeing the durable value of the REVALUE outputs for the years to come.All the outputs and results of REVALUE will be access-free for everybody, without any limitation. The decision to translate all contents into all the partner languages was meant to allow the maximum exploitability of the contents, without limiting any of the output to the English version and guaranteeing the wider adoption of the tools. Their content has been widely publicized through the dissemination opera made by the members of the Consortium. In particular, the decision to focus on the realization of a wide and comprehensive dissemination strategy was directly connected to the willingness to make them available to a wide audience of users, students, VET providers, migrants' support organizations, institutions and authorities active in the policy-makers.