"Creative Invisibles is a European cooperation project that provides tools for identifying and mobilizing NEETs and young people 'invisible' through creativity.Invisibles are young people who are not on the radar of social welfare and employment services, vocational training, educational services (formal or informal) and local authorities.Difficult to identify, we know that their numbers will increase exponentially during the COVID crisis we are going through.These young people have cultural practices, which we will call here ""street culture"", that which is outside of ""cultural institutions"" and which brings together cultural and creative activities, sports and food:Urban music, urban dance, street sports (parkours, skateboarding, basketball... ), street art, street food, fashion, creative digital practices associated with these activities.The world of culture, the social world and the world of work have experienced fractures caused by the institutionalization of these different sectors. Today, these partners need to recreate common practices to support the exit from the crisis.This challenge responds to at least two needs: - The need for the creative sector to deploy new strategies: identifying and cooperating with new audiences, communities and networks.- The need for young and invisible NEETs to find non-institutional ways to develop their projects, initiatives and enterprises.Our project is designed by 7 organisations active at European level, in the youth sector at complementary scales: - Le Rocher de Palmer (MDN) - FR and Imal (kontrapunkt)- DE have been working for decades to identify young people who are invisible in the most complex urban spaces, to fight against exclusion and to combat school drop-out by developing collaborative projects between young people and creative people.- LABA- FR and Materahub- IT build inclusive projects of territorial valorisation (tourism, territorial planning, participative projects) . They develop these projects which include young inhabitants, in collaboration with local and regional authorities.- Backslash-ES and Momentum Consulting-IR support young people's projects by proposing tools to support initiative and entrepreneurship. These tools are alternatives to the classic tools of vocational training.- EUEI-DK, online training specialistDuring the COVID crisis, these partners fought to keep the link, to continue their work with young people by proposing new formats of support to respond to emergencies. They observed and identified a number of more or less successful initiatives. Faced with the urgency and crying needs of young people, they wish to gather and share these experiences and develop the following resources for the creative sector working or wishing to work with these audiences.This project is aimed at professionals in the creative sector who work with young people (target audience) and young people (beneficiaries) in French, English, German, Spanish, Italian and Danish. It aims to renew professional practices in the creative sector and to participate in the renewal of the public and communities in this sector.It offers a cross-cutting approach, involving the social, creative and professional sectors, and provides transferable resources for the development of the skills of creative professionals: - IO1: Opportunities in Street Culture Resource Pack which includes :>> A good practice guide on the identification of the invisible, and elements for their participation in cultural and creative actions>> The identification of remarkable initiatives during the COVID period and their analysis (what works, what doesn't work with young people)- IO2: A methodological guide on the conduct of creative alliances (local authorities / young people / creative sector / social sector) and actions in terms of territorial development policy, planning, events integrating young people in territorial projects.This programme contributes to the valorisation of 'street culture' and its inclusive dimension (field of experimentation, innovation and initiative for young people). - IO3 Open Educational Resources on Street culture :At the heart of a new model for training creative actors, the resources include a first-ever dedicated curriculum, learning objectives and assessment ideas, a trainer's guide and activity suggestions, and interactive multimedia content for teaching and learning.- IO4: App. Creative Invisible :This application will offer accessible spaces and intuitive organisation of the data collected in IO1, IO2, IO3.It is aimed at creative actors and young people."

<< Background >>EU-wide, youth who are either foreign-born or who are native-born with foreign-born parents account for one in five of 15 to 34-year-olds (OECD/EU, 2018). Their population share is increasing in virtually all EU countries, although their size and composition vary greatly across countries, reflecting countries’ different migration histories. They are one of the most at-risk groups in terms of social exclusion for multiple reasons: lack of economic resources, skills that don’t match employment opportunities and cultural differences; the attitudes of host country citizens, and sometimes outright displays of discrimination Youth well-being is one of the most important EU agendas and is at the core of the EU Youth Strategy 2019-2027. We know that being part of an engaging community gives us a sense of belonging. Researchers at the University of Manchester say diversity is associated with higher social cohesion and greater tolerance of each other's differences. The WELLHOODY project will enable community wellbeing through youth learning and produce wider social benefits. Youth learning rooted in utilising the power of diversity will encourage all community members to become pursuers of mutual wellbeing while nurturing acceptance and inclusion in terms of diversity.WELLHOODY is working to enable and ensure the inclusion of all young people in society. The Youth Strategy 2019-2027 recognises the need to ensure that marginalised young people are participating in all decision-making processes and are key players, particularly in processes concerning their own rights, wellbeing and interests (Goal 3). At the same time, Goal 4 is to achieve better mental wellbeing and end stigmatisation of mental health issues, thus promoting the social inclusion of all young people. The values created by WELLHOODY directly support the following European Youth Goals:G1: Connecting EU with YouthG2: Equality of All GendersG3: Inclusive SocietiesG4: Information & Constructive DialogueG5: Mental Health & Wellbeing andG8: Quality LearningAs well as the following Sustainable Development Goals:•SDG 3 – Good health and well-being: communities will learn how to build common happiness and well-being•SDG 4 – Quality education – WELLHOODY is based around providing quality new, innovative youth Education pathway, that is easily transferable to other fields of education •SDG 10 – Reduced Inequalities: by fostering inclusion and celebrating diversity, inequalities will be radically reduced•SDG 16 – Peace, Justice and Strong Institutions: WELLHOODY will equip various stakeholders in youth education, institutions, NGOs, community groups, etc. with the educational programme grounded in peace and justice values, thus building their capacities and sustainability•SDG 17: Partnerships for the Goals: EU wide partnership consortium, accompanied by their associate partners, target groups and stakeholders will ensure strong links on an international level, all supporting the above SDG objectives as well as EU youth education and inclusion effortsVia 4 carefully project results, WELLHOODY will deliver a new programme for education based on wellbeing, togetherness, inclusion, and a mutual pursuit of wellbeing for healthier and happier communities.<< Objectives >>Wellbeing in Diverse Youth Communities (WELLHOODY) is an innovative approach that will upskill YOUTH educators & communities in racially diverse communities to empower youth wellbeing & recognise strengths that are coming from diversity. In the process, they will equip young people to be active citizens, encouraging them to build inclusive diverse youth communities where everyone is welcome & can participate.The project objectives are:-Empower youth educators (500+ educators) to motivate diverse youth groups to learn, participate & socialize by providing a new evidence-based learning resource & approach to engage youth learners through PR1 GOOD PRACTICE GUIDE, society will benefit from increased knowledge of how to inspire diverse communities towards common wellbeing.-Equip youth educators, stakeholders in community & youth wellbeing, as well as inclusion agents, to fully utilise the diversity positive effects on youth groups wellbeing, through the WELLHOODY Open Education Resources (ultimately delivered to 500 YOUTH LEARNERS and additional 50 youth educators in the lifetime+tested by 10)-Cultivate a supportive environment where youth from diverse backgrounds can gain confidence in new life skills: civic participation, future planning, socialising, communication, self—care, mindfulness, digital skills via WELLHOODY YOUTH CONNECTORS. Youth workers will get understanding of the target groups, their wellbeing needs & objectives, intercultural communication (reach to 300+ educators, 50+learners)-Share open digital access to information, learning, and build closer relationships. PLATFORM & ONLINE COURSE will facilitate collaboration, create and add additional learning materials (1,000+ people engaged)TARGET GROUPS AND PROJECT AIMSTG1 Youth Workers and Educators (in NGOs/ voluntary groups, local authorities, community organisations, development agencies, etc.)-To fast-forward the development of participatory wellbeing education for youth with a key focus on the most diverse and vulnerable groups. We empower youth workers and educators to take responsibility for the diverse wellbeing needs of the youth-To expand their knowledge and confidence of working with youth from diverse migrant background through access to INNOVATIVE specialist resources: attractive curricula, workshops and online resources, specifically designed to facilitate them in working with young people to: manage their stress levels effectively; expand their creativity; enhance their communication skills; increase their self-awareness (of their values, needs, body, emotions, thoughts and patterns of behaviour), regulate their emotions effectively; motivate themselves more effectively, become active citizens. TG2 The Youth from Immigrant backgrounds: new communities’ members (migrants, refugees, expats), native communities’ youth, marginalised youth with all of their diversities in any aspect (race, ethnicity, religion, gender, age, sexual orientation, abilities, etc.)-To prompt new community youth to be active citizens in their communities and play their part in building an inclusive society -To improve the inclusion and wellbeing of the young people who engage with the project-To fast-forward the inclusion of youth who are the new community membersTG3 The Youth from Native Communities-To prompt young people from native communities to be active citizens and play their part in building an inclusive society where everyone is welcome and can participate -To remove any existing barriers to diversity and inclusion, native communities need assistance in implementing inclusive culture in daily activities, thus seeding togetherness for the future to come.TG4 Policy stakeholders. -To inform and improve integration and inclusion policies, approaches and community work at local level-The project will help understand the value of introducing WELLHOODY elements when creating decisions and policies that affect youth and the community.<< Implementation >>WELLHOODY will address youth wellbeing and ground it in the benefits of youth diversity, taking all the benefits of diverse youth communities and turning them into teaching upon which the wellbeing of young people will be based.We will implement the following activities to support the above statement: -Facilitate knowledge exchange in the field of inclusion, wellbeing, diversity, -Foster regular communication among these groups to create meaningful socializing opportunities -Form social ties through enabling regular contact of social groups who otherwise would not have mutual social connections-Link vulnerable youth groups to YOUTH learning providers -Conduct research and compose a study of 20 good practices in wellbeing & inclusion YOUTH education, that makes the case for the need to evolve practices further and respond to challenges through creative approaches (PR1), reviewed by 20 YOUTH EDUCATORS (reaching 500+youth edu)-Create a set of OERs – a learning resource that will equip youth educators to fully utilise the potential diversity to positively effect youth groups wellbeing, (PR3), tested by 10 YOUTH EDUCATORS , ultimately delivered to 500 YOUTH LEARNERS and additional 50 youth educators in the lifetime-Develop a methodology Guide for creating WELLHOODY NETWORK CONNECTORS CLUBS– networking mechanisms for community-based, inclusive learning of inclusion & wellbeing competencies (PR2)-Found 5 WELLHOODY Network Connectors (30 members each = 150 members) that will cultivate a supportive, safe environment whereby members can gain confidence in new life skills: social skills, wellbeing skills, intercultural and communication, participation (PR2)-The Network Guide and WELLHOODY Connectors will be tested by 20 YOUTH EDUCATORS/experts and WELLHOODY Connectors also by 50 YOUTH LEARNERS, later downloaded 300+ times-Produce interactive learning platform working as both, content dissemination platform as well as interactive exchange tool for digital competencies knowledge and social skills ideas, ensuring wide and free access of all produced resources - WELLHOODY Interactive Learning Digital Platform (PR4), tested by 20 YOUTH EDUCATORS experts and 50 YOUTH LEARNERS utilizing members of WELLHOODY Connectors, engaging 1000 peole-We will evaluate the project across impacts identified by the project partnership-We will communicate the project values and results to the target groups, ensuring the impact and sustainabilityThis set of combined activities, implemented by the partnership mutually and collaboratively, will bring the added value at EU level, bringing results that would not otherwise be obtained at all individual countries and with all individual partner perspectives.<< Results >>WELLHOODY will reach young people en masse by equipping youth and community educators with an inclusive learning pathway, facilitating the creation of diverse and resilient youth communities.1.GOOD PRACTICE GUIDE: Youth Participation and Wellbeing in Diverse Communities (reaching 500+youth educators) A guide which researches, collects and presents 20 good practices of youth participation in diverse communities that have significant positive outcomes for life satisfaction, inclusion and wellbeing. Youth groups will be motivated to learn, participate, collaborate and socialise. Youth educators will benefit from a new evidence-based education resource and approach to engage the described combination of youth learners. Society will benefit from great knowledge of how to inspire diverse communities towards common wellbeing.2.OERs – WELLHOODY Open Education Resources will encourage youth/community educators to take responsibility for wellbeing of young people and recognise/promote the strengths and benefits that being part of a diverse community brings. The resources will be user friendly and wherever possible bite-sized communication and video formats will be used, for maximum engagement, ease of use and access. (reach: 500+ YOUTH LEARNERS and additional 50+10 youth educators in the lifetime)A set of OERs, in accessible forms such as videos, audio and reading materials that work in tandem with practical methods of teaching. A FACILITATORS GUIDE for youth educators will be created to enable them to get the most out of their knowledge delivery to learners in the process. The OERs, course and guide will be highly TRANSFERABLE, as resources can be shared and have a universal appeal to learners of all ages. The facilitators guide can also be used by educators in HEI, VET or school settings. ALL PR2 results will be available in English, Swedish, Spanish, German, French securing transferability to wider EU audiences.3.WELLHOODY YOUTH Connectors – one in each partner region (except technical partner’s region, but will have dissemination reach there too) will be developed during the timeline of the project. The Connector Club will be created with the participation of associate partners, members of the diverse community with the help of youth educators. Action plans will differ in different regions, according to each Connector’s specific needs. This result will be based around 2 main steps:1.A comprehensive Network Guide, which will assist in the creation of our WELLHOODY Connector Clubs and ensure widespread uptake of this approach in recruiting young people, from native communities and migrant backgrounds. (will beownloaded 300+ times)2.Creation and launch 5 WELLHOODY Connector Clubs recruiting young people, in inclusive environments that foster equity and equality, and that are responsive to the needs of the wider community, building youth participation, social ties and thus the wellbeing- 150 members4.WELLHOODY Platform and Online Course (will engaging 1000+ people) - In addition to providing the materials, methodologies, tools, processes and learning resources, the platform will allow for international collaboration and peer to peer learning. It will enable collaboration between all kinds of actors and institutions involved in youth work and inclusion allowing for knowledge exchange with multiple stakeholders.The platform also plays a central role within our wider exploitation strategy, which seeks to maximise our impact and replication of results and outcomes from this project. The platform will increase engagement with the wider stakeholder community, improving the reach and depth of engagement to guarantee wider replication of key results.

"<< Background >>Quentin: An ""invisible"" young person? That's me! At 27 I am nothing... no future... I went to university because my teachers and my parents told me: ""If you study well, you'll get a good training that will bring you a good job. And I've been looking for a job for the last three years that would allow me to leave my parents' house. Mohamed: An ""invisible""? That's me for five years! I dropped out of secondary school in the third year because they wanted to send me to a mechanic's CAP when I wanted to be a baker. Today, I'm 21 years old and the Local Missions want to impose solutions on me that I don't like. I can't see the end of my ""galley"", but I can say that I know what I don't want to be: a cross in a box. We could multiply these examples ad infinitum, but what unites these ""invisible"" young people is their lack of status, which results in their invisibility in society, but also in the statistics...' Claire Bernot-Caboche, Research report 'invisibles' in France and Europe.The identification of the invisible is a public policy issue at the European level. It has worsened during the COVID period. The increase in the number of invisible people is one of the expected consequences of the COVID crisis. 23 of the 27 EU countries report rising youth unemployment, with very marked differences between states. Spain is by far the country most affected by unemployment among the under-25s, which reached 41% of young people in June 2020, 21% in France and 28% in Italy. Yet organisations have been working for years with these groups, such as the OIRD, based in the Molenbeek district of Brussels, which achieves excellent results when it develops projects based on the talents and know-how of young people. OIRD and its partners notice the interest of young people in environmental issues, their willingness, but also their difficulty to act. By working in the field of eco-health tourism, they succeed in mobilising young people where social services are powerless. Eco-tourism is defined as ""a form of responsible travel in natural areas that contributes to the protection of the environment and the well-being of local populations; Health tourism is understood as the set of activities that include leisure mobility with a health benefit as a goal or consequence. (Laws, 1996).Our project addresses the following challenges:- Challenge for rural and urban youth to regain control of their lives by developing their own professional project in their living area.- Challenge for rural areas to fight against desertification and ageing of the population. The need is twofold: to promote business opportunities for young people to keep them in the area and to attract people who contribute to the local economy.- The challenge of improving the resilience of rural businesses: Farms are increasingly diversified business entities and tourism is emerging as a major opportunity, especially in times of recession, when consumers are reducing their spending and their ecological footprint to take holidays closer to home.- Challenges for the tourism sector: the competitiveness of the tourism sector is closely linked to its sustainability, as the quality of tourist destinations is strongly influenced by their natural and cultural environment and their integration into a local community.Faced with the worrying signals sent by climate change, the COVID crisis and other millennium challenges, young people are getting involved in green projects, linked to themes that are dear to them: sport, street culture (street food, street art...)<< Objectives >>The eco-health tourism market is growing rapidly and promises particularly innovative career opportunities for young people, who are more aware of environmental issues than their elders. Eco-health tourism increases the economic and social impact of individuals, while minimising the impact on the environment and local communities. In this sense, it allows invisible youth to project themselves into an emerging and promising sector cf Sustainability and Eco-health Tourism, Robert S. BristowWe have identified with our young audiences three areas of work that they invest in: sport, street food, street art and digital. Eco-tourism is largely absent from entrepreneurship education. Research conducted by the partners in their own countries confirms that 85% of vocational entrepreneurship education is focused on traditional business sectors. In this context, our project has a clear objective: to introduce new models of entrepreneurship education through actions in the field of eco-health tourism.Our targets are- Youth workers who will acquire and dispose of tools for informal training and development of youth initiatives in the field of eco-tourism- NEET and other young people, who will use eco-health tourism to develop their creative projects, initiatives and businesses.1) Ecotourism remains an emerging field in which young people are involved.2) Ecotourism entrepreneurs need different types of skills and experiences, which leads to the need to provide young people with formal and informal education programmes and to surround them with the necessary skills;3) There is a need to foster communication and cooperation between these young people in order to exchange best practices and encourage collaborative business ventures.The project responds to the EU's challenges for young people in the post-Cold War context: to travel differently, to learn differently and to rethink our relationship with our natural environment. GEHt offers young people the opportunity to take concrete action to propose new policies to decision makers. Each partner consolidates its specificity and expertise in a rapidly developing sector: eco-health tourism.Coompanion, OIRD, LABA, MMS are specialised in formal and informal training of young people.W8, Defismed, Materahub are specialised in eco-tourism and heritage enhancement. All of them are developing public/private cross-cutting projects to support young people. GEHT benefits from the active complementarity of the partners; they perpetuate their cooperation through the creation of the GEHT networkThe partners consolidate their position in the field of project support for young people. It strengthens the visibility of the network on a global scale and the partners develop their relations in Europe.To achieve this objective, GEHT will set up a global environment to foster the emergence of young entrepreneurial projects. It will include a set of communication tools, training and best practices.Specific objectives1. to structure and develop an inclusive network of young activists, European entrepreneurs and youth actors, dedicated to the promotion and development of ecohealth tourism projects, based on the identification of good practices at European level 2. provide updated tools following the health crisis, based on the most relevant initiatives to support youth initiatives related to ecotourism (toolkit)3. provide youth actors with relevant and renewed distance learning tools (pedagogy)4. Encourage the emergence of ecotourism projects and bring this dynamic to the attention of public decision-makers during regional events<< Implementation >>Our project associates partners experienced in running European projects (LABA, MMS, Materahub) and others who are less experienced (W8) or not/less experienced (OIRD, Defismed). The most experienced partners will support the others and propose rigorous implementation of our activities (output production, training activities, dissemination events, management, evaluation and communication. GEHT has been designed to produce a series of actions that give immediate positive results in terms of developing the skills of professionals active in the integration of the most fragile young people and of the young people themselves. To achieve this, we will produce 1) 4 RESULTS R1: Good practice guide : Identification of innovative practices in youth initiatives in the field of ECO-HEALTH tourism / This study gathers documentary resources, in transmedia format (interactive resources) that allows the eco-tourism sector, entrepreneurship educators, mediators and young people to understand how eco-health tourism, through themes such as sport, streetfood, digital at the service of heritage, allows territories to support the development of eco-health tourism projects. 30 cases mapped throughout Europe, 15 interviews and 15 portraits are presented. R2 : Pedagogical guide built from 3 courses experienced by young people around urban sports, culinary heritage, material heritage: identification of young people's know-how. R3 : Training courses for youth workers: formalisation of 2 innovative courses not offered by vocational training on the skills of the eco-health tourism professions (between 10 and 20 teaching sheets and a skills reference framework). R4 : Immersive, online training toolbox: making available a catalogue of inclusive, interactive online teaching tools. Presentation of an audio-visual series of 7 episodes designed by OIRD youth. Elements to raise awareness of a wide audience: young people, professionals and public and private actors of eco-tourism, public decision makers. These results are complementary: the partners share the diagnosis that the modes of transmission of knowledge are still very vertical and use similar media based essentially on the written word and an academic culture. The productions R3 to 4 are intended to diversify the learning environments of the project's target audiences on the basis of the results of R1 and R2 based on shared participatory observation and action research methodologies. 2) 5 transnational meetings. They punctuate each stage (launch/implementation of activities/completion). The partners create a management manual and share the project management tools. 3) 2 training activities aimed at testing, criticizing and improving the results produced. These activities bring together more than 42 young people and youth workers 4) 3 dissemination events including a closing event in Brussels which brings together more than 200 people 5) A strong communication and dissemination strategy both internally and externally. The partners rely on their national networks and on the European networks of local and regional authorities of which LABA is a member. 6) A method of quantitative and qualitative in itinere evaluation, in order to be able to correct our actions according to the events or difficulties encountered<< Results >>In 36 months, our project will achieve the following results a) Raising awareness of the greatest number of people through the use of fun and educational tools: digital toolbox, and illustration of the project in an audio-visual series produced by young Belgians (OIRD)b) Promotion of the project, the partners, the participants and the Erasmus programme in the framework of large-scale events in Manorhamilton (Agricultural Show), Nice (Eco-tourism Summit) and Brussels (more than 200 people were mobilised for the final event of the film)c) Creation of new professional channels for the inclusion of young people in eco-health tourism, concretised by pedagogical paths, skill sets and training.d) Revelation of human resources in the service of eco-health tourisme) Experimentation of 3 tourist itineraries initiated by young people in the fields of sport, streetfood, urban heritage enhancementf ) Training courses (in physical and digital format) transferable to all European territories and communities f) Creation of professional outlets via a network of private (250 companies reached by all partners) and public (400 local authorities reached in particular by the LABA, Coompanions, Materahub networks) employers g) Transformation of integration policies and support methods for young people in the field of ecotourism For its implementation, the project mobilises more than 400 people in the following cities during the whole project period: Nice, Brussels, Bordeaux, Gothenburg) EFFECTS: a) 60 private and public organisations active in ecohealth tourism will participate in R1 b) 15 public or private organisations will become the first generation of educators of the ""new professions"" of Ecohealth tourism. c) More than 200 environmental managers and stakeholders will use the Results and commit to supporting the training of young people d) 400 public or social organisations will download the educational resources and use them to extend and specialise their approach through cooperation with environmental stakeholders e) 250 potential environmental entrepreneurs will use the tools and engage in training young people on eco-tourism issues IMPACTS: a) Hundreds of people, especially adults and youth trainers will participate in the development of offers in eco-health tourism, receiving training adapted to their needs and those of the territories. A large number of them will participate in community tourism programmes b) 1500 public and private environmental professionals will improve their capacity to participate in actions for the inclusion of young people in precarious situations. In the long term, this will contribute to the cooperation of the public and private environmental sector with the economic actors of tourism. c) 1500 public actors who wish to combine economic development and revitalisation of their territory and recognise that the social and economic inclusion of young people requires multisectoral cooperation. This result is multiplied by the dynamics of Gothenburg, European Capital of Innovative Tourism 2020 and Matera, European Capital of Culture 2019. Our project brings concrete, tested and tangible proposals to the training sector for invisible young people and the results reach 10,000 people in Europe"

"Communication in the mother tongue"" is one of the European Union's key competences for lifelong learning. The migration crisis in Europe is bringing new students to schools, especially allophone children, who do not speak the language of their teachers. They are helpless in this situation due to a lack of training, translation and knowledge of migratory movements. This problem is of concern to municipalities that wish to develop reception policies adapted to these forms of migration, which are not comparable to previous ones (number of migrants, countries concerned, length of journeys, repeated tragedies, legislative and political tightening...). In this context, the link between mothers and their children in these migratory routes is an essential element in strengthening the chances of successful reception. The Migratory Musics project builds on this link, which is expressed notably through song, to innovate in the local reception policies implemented in Europe, in schools and in the city. This project was initiated by the Rocher de Palmer, a cultural establishment located in the priority districts of the City of Cenon and the Municipality of Bègles. In these two municipalities (among others), an action has been taken to promote the mother tongue of primary school pupils (6-10 years old) using songs, nursery rhymes and lullabies from their countries of origin. Teachers and artists have developed an educational programme involving children, their mothers, authors and musicians in order to rediscover childhood songs, an element of everyone's cultural heritage. This program is currently being implemented in about ten schools in the Bordeaux metropolitan area. Beyond the fundamental role played by Mothers in their children's learning processes, this experience reveals a set of skills developed by Mothers themselves, to be validated and valued in terms of social and professional integration. The Migratory Musics project was initiated to formalize this process, to develop it on a European scale by confronting it with different contexts. As the migration crisis is a European issue, the responses to be provided in terms of reception must necessarily be on this scale. The Migratory Musics project brings together partners from Brussels (BE), Bègles (FR) and Thessaloniki (GR): local authorities, schools, social integration professionals and cultural operators. In the 3 territories concerned, this project has a strong cross-sectoral dimension because the audiences impacted are migrant children and women (86 children - 24 migrant families) and teachers. Over a period of two years, the Migratory Musics project has enabled the experimentation of an educational system, designed with the pedagogical teams, based on ""know-how exchange"" workshops between mothers, children and professionals (from the education, cultural and social sectors). Innovative pedagogical tools have been developed (in 3 languages, English, French and Greek) to be distributed to teachers in Europe. They take the form of a disc book, podcasts and documentaries, a communication guide and a MOOC developed ""in vivo"" and presented in the form of educational and sound creations (broadcast by platforms, radios and web radios associated with the project). At the end of the project, teachers had methodologies and tools to better communicate and cooperate with allophone migrant mothers and children. These intellectual productions have been disseminated in 4 types of networks: - European education networks, proposed in particular by the EU and the Erasmus + programme - European cultural networks: LIKE, IETM, ENCC, ENCACT, Culture Action Europe, On The Move - networks of local authorities - European networks for active social inclusion on the integration of migrants in Europe 4 dissemination events were organized, in the 3 countries and one on radio waves, in order to strengthen the ownership of the project. 3 training sessions for the teachers involved have also been set up on the following themes: valuing the mother tongues of migrant children in socio-educational projects, cooperating with migrant mothers on the integration of their child and carrying out projects highlighting migrant children and their families. Evaluated by specialists in education (ESPE, teacher training) and transcultural mediation (MANA clinic, with Ecole des Femmes), the tools developed concerned more than 6,000 education professionals in the second year of the project and thus fostered the integration of families."

CONTEXTApproximately 90% of jobs today require some level of digital and both the Council Resolution on a Renewed European Agenda for Adult Learning and the Upskilling Pathways Initiative recommend adult education provision is strengthened to improve the digital skills of many millions of low-skilled or low-qualified adults who are most vulnerable in the labour market. In addition to the need for digital skills to be an OUTCOME of adult education, digital tools are also increasingly recognized as an effective MEDIUM for the teaching of all types of competences (literacy, numeracy, languages, civic participation etc.) Indeed, digital and mobile resources are ideally suited for adult education since they: - generate a significant increase in learner engagement and information retention; - extend and diversify the provision of learning and enable it to be tailored in content (personalization) and time and place (flexible or distant learners) - require no large investments in hardware (79% of European adults now own a smartphone).In reality, however, the integration of digital tools into adult education is lagging behind in France and our partner countries. France and Germany’s digital learning environment for adult education was characterized as “tentative” (and Greece “traditional”) by a 2015 Ecorys/Bertelsmann report which also noted that the most important driver of integrating digital technologies is teachers’ own digital abilities and confidence. In addition, even educators who are keen to use digital teaching face such a large number of digital and cloud-based educational tools, platforms and learning environments that it can be difficult to know where to start. OBJECTIVEFor these reasons, we have designed DIGITAL with a clear objective: increase the ability and motivation of educators working with low-skilled, low-qualified adults to use digital learning strategies and tools in order to make learning more attractive, relevant and boost their professional and personal development. ACTIVITIESTo achieve our objective, we will: a. Raise awareness of the benefits of digital learning by sharing leading examples of digital learning innovation for disadvantaged and marginalised adults through developing a Good Practice Compendiumb. Provide educators with practical guidance and tools to merge best practice pedagogy with 20 of the best digital learning resources in a DIGITAL Toolbox.c. Enable educators to grow in confidence and skills by developing the DIGITAL e-learning course.PARTICIPANTSDIGITAL involves the direct participation of:Adult education teachers and trainers, especially those working in nonprofit organizations and colleges, who need to become more proficient in digital teaching so as to remain relevant in an ever-evolving education sector;Adult education organizations, who need the vision and tools to support educators in implementing innovative teaching strategies within their organizations.Adult education stakeholders, from the public and private organizations that policy and practice, who need strategies to boost the quality and attractiveness of adult education at scale.RESULTSThe first results produced by the project will be the intellectual outputs. They include:- O1: Good Practice Compendium. A digital publication that encourages knowledge sharing and peer learning among Adult Education organizations and stakeholders by identifying and sharing leading innovative approaches in using digital teaching for adults, with a special focus on disadvantaged and marginalised adults and NEETs.- O2: DIGITAL Toolbox. An interactive publication featuring the 20 best digital learning resources, tested and tried by our team, with practical guidance on how to use them.- O3: DIGITAL Online Learning Course. A course that adult education teachers can use to strengthen their own digital skills. Uniquely, each module of the course will be taught using a different platform, thus integrating learning outcomes with the delivery mechanism.IMPACTThe overall impact will be an increase in the number of educators incorporating digital tools into their teaching/training programmes and becoming digitally competent in managing their own workflows and collaborative capacities using digital technologies. This impact will be visible: they will use more online tools, software from the cloud, and vary the delivery of the training from classroom and one-to-one, to more flexible distance training and self-led training for adult learners. In the long term, teaching professionals working in adult education will enhance their own career prospects in a knowledge based society.By improving the skills and attitudes of adult educators to increase the use of digital tools we will impact not only the effectiveness of training to individual trainees and groups, but be able to create waves of change regarding the use of digital technology in adult education as a whole.