Ethnic diversity management and migrants’ integration in the labour force constitutes a major challenge for the EU. The increasing flow of TCNs (immigrants and refugees), which is rising due the recent refugee crisis, together with internal migration of EU citizens continues at a rapid pace. The resulting ethnic inequalities among a diverse workforce in the EU implies an immediate action. Considering that ethnic diversity is a complex issue to deal with, the role of social partners is deemed critical. Both trade unionists and employers’ organisations need to acquire specific skills and knowledge and be aware on inequalities, discrimination and inclusion process in order to meet their organizational needs and contribution towards handling ethnic diversity and promoting migrants’ integration at workplace level. Social partners need also to acquire conflict resolution skills, knowledge of the relevant legislation, and of good practices and policies. Against the above background, the principle objective of the project is to improve the skills, knowledge and competences of social partners in addressing ethnic diversity in EU SMEs. To this direction, other objectives of the project refer to the enhancement of the quality and relevance of learning, the strengthening of migrants' key competences to integrate into the labour market and society and the exchange of best practices.To achieve these goals, the project brings together a partnership network consisting of eight organisations from five EU countries: Cyprus, Denmark, France, Greece and Italy. Despite the different realities of migrants’ integration in each country and the complexity of social dialogue in regards to SMEs, a closer look reveals that the participant countries are found - if not in the same - in very similar situation to the reception of migrants. Considering the synthesis of the network, built based on their field of expertise, the project allows the interdisciplinary approach to the problem. Specifically, the partnership involves research and academic institutions (INEK-PEO, the University of Milan), migrants organisations (KISA, IRIV), social partners (INE/GSEE, IME/GSEVEE) and VET centres (ENAIP, VIFIN) that have long experience in national and community action, research activities, tripartite social dialogue and policy interventions. In the above context, the project partners have been selected by their experience and capacity but also due to their position in relation to the inflow of immigrants. Cyprus, Greece and Italy, are traditionally immigrants' reception countries currently encountered huge inflow of immigrants due to the recent refugee crisis. The capacities of the front-line countries need to be strengthened in terms of diversity and conflict management. Therefore, the knowledge of experienced countries in the field of ethnic diversity and conflict resolution is considered of great importance to the project’s objectives.The nature of the main activities of the project are research base and training activities. The ultimate purpose of the research activities was the provision of contextual framework directed to an improved understanding of ethnic diversity in SMEs of the participant countries; this framework was a source for the designing of the training and educative materials of the project. In this way, the findings of the research activities had an essential role to the formation of the core outputs the project. In relation to the training activities developed in the frame of the project, they contextually correspond to the different - and sometimes conflicting - interests and needs of the various target groups including: training for social partners, development of training material and other educational tools for both social partners and migrants. The main results/outputs emerged from the activities of MigrAID are: a) A comparative research report on migrants’ integration and ethnic diversity in SMEs in the respective countries, b) a training manual directed to migrant populations, c) a VET programme for social partners, d) a training curriculum for social partners, e) an ethnic diversity guide for SMEs, f) an Educational on-line Platform and g) a Conflict Resolution Simulator.

BACKGROUNDEvery company is excellent in something: products, marketing, technologies, work processes, HR, management, markets. Go&Learn is a training initiative aimed to valorise the companies’ excellence, let it be known to the territory where it operates, foster the company's training role. The project inserts companies in guidance and adjournment training/educational pathways, which are organized by universities, schools, and VET centresOBJECTIVESThe project, now at its third European edition, allowed to transfer and implement good training and guidance practices by aiming to:1. expand the already existing training offer of local and international G&L circuits2. promote the use of the G&L training units, supporting regional and international mobility3. promote the use of the G&L training units as innovative instruments for updating and providing professional guidance, also in a non-formal way4. integrate and enrich the website’s structure with promotional videosPROJECT’S PARTNERSENAIP Veneto (Italy) AFPA (France) C.E.C.E. (Spain) CEPYME (Spain) CFIQ Piemonte (Italy) Confindustria Veneto SIAV S.p.A. (Italy) ECOLE (Italy) ENAIP Piemonte (Italy) Malta Business Bureau (Malta) Malta University Holding Co. ltd (Malta)The 10 project partners work in the fields of education, vocational training, university and industry.PARTICIPANTSBy means of G&L, schools, training providers, universities and enterprises were able to strengthen their training offers, including a solid and widely tested range of transnational training and guidance modules, carried out in non-formal contexts inside the companies. The study groups that can benefit from the G&L products are open to students, teachers, employed or unemployed people, entrepreneurs.ACTIVITIES/PRODUCTSIO1 NEW G&L LOCAL AGENCIESThe widening of the G&L network was obtained by creating 6 new agencies/workgroup (made up of at least one institutional stakeholder and at least one training provider), which provided the new territories with local companies’ catalogues. The already existing Italian network was broadened by the GO&Learn+ project (by adding Veneto, Lombardy and Piedmont) and the first local agencies were created in Spain (Comunidad de MADRID), France (Auvergne Rhone-Alpes) and Malta.IO2 LOCAL CATALOGUES AND IN COMPANY PILOTING VISITSThe new agencies and workgroup created local catalogues of companies. The G&L training units were promoted by carrying out piloting visits in every territory inside the enterprises that are part of the project and of the local catalogues.IO3 INTERNATIONAL G&L CIRCUITSA catalogue of international study visits was also created by each agency of the hosting country and addressed to users coming from foreign states. The circuits are made up of groups of visits in multiple companies that last between 3 and 5 days.IO4 PROMOTIONAL CLIPS – COMPANY VISIT TRAILERSAfter having agreed on the content/technical requirements, some promotional trailers have been experimented and developed. They have been associated to the local catalogues, to integrate the current descriptive forms that are available on the www.goandlearn.eu website. RESULTS AND IMPACTIn this edition, the project, G&L+:- has set up 6 new local agencies/workshop in 6 new territories, made up of 19 actors (stakeholders and training providers)- has defined 6 local catalogues for a total number of 102 participating European companies- 33 visits have been experimented, involving 34 companies, 15 VET centers/institutions, for a total number of 639 participants (72 employed and 2 unemployed people, 512 VET/university students, 44 teachers/trainers, 9 VET staff).- 15 videoclips have been produced, together with a multilingual blend video,- 5 multiplier events were organized, involving 284 participants.The new edition of G&L training opportunities has highlighted that the ability to access a standard catalogue of study visits and seminars carried out inside the companies, which are able to facilitate the contact between economic fabric, cultures and territories, is a great added value for the professional growth of students, teachers and workers.Go & Learn + has renewed its format by delivering and promoting the training offer at a local and interregional level (local catalogues), at an international and cross border level (international catalogue), integrating itself naturally with training activities and anticipating its evolution through new topics of interest, such as the living industry, industry 4.0 and new experiences of innovation carried out by sectoral companies.Local and international catalogues, together with the produced materials are freely accessible and have been integrated into the multilingual website www.goanleran.eu and http://project.goandlearn.eu

The project DIGI.JOB.ID is a partnership of six European partners in VET who contribute to Europe 2020 and ET 2020 goals by:- developing open learning modules for creating interactive, digital CVs with VET learners, apprentices and graduates using a range of social media platforms in order to demonstrate competences of learners developed in work based learning processes for creating and positive professional identity and for job application processes. Students reflect what they have learned in their training and can demonstrate this on the labour market, develop digital skills and presentation skills, learn about how to use social media safely and thoughtfully for professional purposes and hopefully impress employers with their skills and competences and thus gain employment. The learning modules created to equip learners from different VET areas with the necessary skill to do this will be tested with 90 learners in six countries. In order to facilitate European recognition they will be aligned to European transparency instruments (ECVET / EQF) and will be shared as open educational resources.- developing a train-the-trainer module that enables teachers and trainers in work based learning to use social media for presenting the outcomes of work based learning processes. So teachers are equipped helping their students in gaining adaquate jobs. The train-the-trainer module will be tested with 72 teachers and trainers in six countries and will be shared as open educational resource.Overall aims of the project DIGI.JOB.ID are:- Enhancing transition from education to the world of work for young people- Enhancing ICT and digital skills of young people and their teachers and trainers- Developing transversal skills like reflection skills, presenting skills and communicating skills- Preventing NEETS and raising employment- Promoting work based learning in VET- Validation of learning outcomes in VET- Promoting the development of positive professinal identities- Promoting outcome based education and training- Contributing to the development of open educational resources - Enhancing the use of European transparency instruments (ECVET/EQF)

<< Background >>The issues of adult education, levelling deficits, and proper functioning in society have always been taken into account by both the project leader, AWSB and partners in everyday activities, both educational and research. We live in a world of communication, faster and more efficient, key skills are necessary to function properly, including reading, but most of all understanding what is being read. Meanwhile, the percentage of people experiencing secondary or functional illiteracy is incredibly high - research, or rather extrapolations, show that it may affect up to several dozen percent of the population in developed countries - the results should be approached with caution, as different studies make different assumptions as to what illiteracy is. functional, using texts of varying degrees of difficulty, so that in one test a person could be classified as understanding the text being read, and in another, more difficult, not. The study of readership seems a bit more objective - according to the National Library, only 39% of Poles read at least one book a year in 2019 ... Undoubtedly, this situation is alarming, and one of the reasons for this is that the potential reader is afraid that he will not understand books, so he doesn't even try to start reading. Meanwhile, thanks to the Internet, we are flooded with information, often untrue, people who are untrained in the critical analysis of information sources, i.e. for example comparing them with scientific or popular science studies, are at risk of uncritically accepting even the most fantastic inventions as facts. The consequences can be serious - to today, as many as 50% of people aged 60 have not been vaccinated against COVID-19 in Poland - despite the fact that they had the opportunity. We can safely assume that some of them believed in conspiracy theories about vaccine chips, that they had not been investigated, etc .; the effect is that they are not vaccinated, thus posing a threat not only to themselves but also to the other people.Reading comprehension is a key competence in modern society. Without it, functioning is difficult, it can even be dangerous - misunderstanding, for example, a contract with a bank often leads to financial problems, as a result of misunderstanding the provisions, people fall into debt spirals, losing their savings or life's wealth. Failure to understand an official letter from an official institution may bring us problems with the law. And the failure to understand the manual and the resulting improper operation of the device may even endanger the health or life of the user ...Taking all this into account, we decided to join the Erasmus + activities and support our potential, skills and creativity in the work on reducing the phenomenon of secondary and functional illiteracy. We will create solutions that can be used not only in the countries where the project partners come from, but throughout the EU and beyond, thanks to the fact that all educational and methodological materials will also be developed in English.<< Objectives >>The main result of the project activities will be the development and testing of methodology and educational materials addressed to people suffering from secondary or functional illiteracy. Their use by educators will allow for more attractive and more effective classes, which will improve the quality of adult education.The materials developed by us will be included in the process of educating the staff of institutions participating in the project and added to the pedagogical studies program at AWSB. They will become a tool used in everyday work with people experiencing educational deficits.The activities in the project itself will become an opportunity to establish new and deepen existing contacts between partners, enabling the free flow of ideas, experiences and ideas. Thanks to joint work, the synergy effect will be achieved, creative solutions and adaptations of solutions already used by individual partners will be possible. International cooperation will contribute to closer cooperation within the EU and at the transatlantic level, thanks to the participation of a partner from the USA.The specific effects of educational activities with the use of the materials and methodologies developed in the project will contribute to reducing the occurrence of secondary and functional illiteracy in the population of adult Europeans. Thanks to the internet platform enabling the exchange of opinions and experiences of educators using materials and methodology, it will be possible to develop these tools, improve them and modernize them even after the end of the project - users will be able to modify or develop educational tools on their own, e.g. by creating new comics with characters (human -instruction and human-paragraph), translate, thanks to an open license, materials from English into languages of other countries that did not participate directly in the project.The free flow of ideas, unrestricted research and the search for creative solutions are values that are highly valued in Europe; our project will be their implementation in practice. And its effects, in the long term, will contribute to increasing the level of adult education, which will lead to an improvement in the quality of life and well-being of European citizens.<< Implementation >>The following activities will be implemented during the project:1.Meetings with partners, both face-to-face and on-line, during which the substantive content of the project will be developed (educational materials for adults suffering from secondary or functional illiteracy and the methodology of using these materials in the educational process for educators)2. Preparation and launch of an internet platform for end users and educators using the tools developed in the project. The platform will have 5 language versions (English, Czech, German, Italian and Polish), a user-friendly layout and an intuitive interface, so that it can be used by people who cannot cope with complex texts.3.One-day conference disseminating the project results - organized in Poland, with the participation of project partners, addressed to stakeholders (educational institutions, local authorities, non-governmental organizations dealing with adult education)<< Results >>1. Development of educational materials for people suffering from functional or secondary illiteracy, using comics / short picture stories. The protagonists will be man-instruction and man-paragraph. The materials will be prepared in English, Czech, German, Polish and Italian in such a way that it is possible to easily translate them and possible adaptation to the realities of a given country / ethnic group. 2. Developing the methodology of courses / training for people experiencing problems with reading and writing at the level required for efficient functioning in the modern world (secondary and functional illiteracy) with the use of previously developed teaching materials. 3. Creation of an international internet platform containing didactic and methodological materials, with the possibility of developing them, adapting to the specifics of a given community, etc. (eg enabling to enter texts in a given language in the appropriate places in comics). It will not only be the basis for e-learning, but also a forum for the exchange of experiences of educators working with people suffering from secondary and functional illiteracy. Thanks to the interactivity of the tools and the sharing of experiences, teaching materials will be able to develop and evolve also after the end of the project - thanks to the contribution of users. 4. Conference disseminating the project results - will be organized in Poland, it will be attended by representatives of project partners and stakeholders - people from institutions and organizations dealing with adult education as well as representatives of local authorities and the media, so that the maximum dissemination of the project results is ensured. The long-term effect of the project will be an increase in social awareness of the seriousness of the problem of secondary and functional illiteracy. The developed materials and methodology will contribute to making the educational offer for adults more attractive and modernized, thus fitting into the concept of lifelong education and increasing the level of education, and thus the quality of social life.

The context that led to the proposal is one where the ongoing interest for food education and healthier eating habits is developing new market opportunities in the agri-food sector, the restaurant industry and in tourism. In particular, these new consumers’ behavioral trends impact on many sectors, creating a series of factors that keep fueling the cycle: - Organic farming: the EU production of organic products keeps growing and, compared to other global regions, Europe can be considered a forerunner in this field, thanks to a strong consumer demand and a clear EU and national legislation, which sets out very high standards for production and labeling. - Health & Food Education: Europe is the global region with the highest percentage of health diseases related to unhealthy eating habits, with a relevant burden for the national health systems. Education initiatives and campaigns at EU and national level have been promoted for the last few years to spread a better knowledge on the subject. - Agri-food and restaurant industry: concepts like green economy, sustainability and gastronomic culture have become more and more important also for the last link of the food industry’s chain, i.e. the service industry. - Tourism: tourism has also been affected by this new interest in rediscovering healthy, traditional and typical products (wine & food), leading the way to a more sustainable and often de-seasonalized kind of tourism. The above-mentioned trends are often linked to a renewed attention to the environment, which brings larger and larger shares of consumers to prefer shorter food supply chains, products with a low-impact on the environment, and touristic destinations which offer sustainable ways to discover the local natural and cultural heritage. If on the one hand these new food and touristic trends are linked to ideas of going back to “the old ways” of doing things, to more natural products and production techniques, on the other hand they are often promoted through digital and web marketing strategies and tools, which at times may also produce very high-quality and innovative results. Taking into account this context and assuming that gastronomy is the combination of knowledge, experience, art and craft, which provides a healthy and pleasurable eating experience, the aim of this proposal is to develop a discussion to share and exchange ideas on the definition of new educational and training pathways, which would supply participants with skills to: - Meet the requirements of consumers and help customers to truly “experience” what they are drinking/eating, by giving them a series of information on nutrition and taste education; - Favour the creation of partnerships or business networks among agricultural and/or agri-food enterprises on the one hand and hospitality/touristic companies and public administrations on the other hand, in order to make the local gastronomic heritage a key element of the “place branding” of a specific area; - Sponsor local gastronomy during cultural, educational, promotional events, especially though digital and web-based tools, outlining its healthy and nutritional properties and the quality of its preparation, production and transformation processes, and describing the deep connection between the gastronomic heritage and the traditions, culture and history of a place. To achieve its aims, the proposal is going to: 1) detect the needs manifested by the EU labour market in order to respond to the above-mentioned trends, through a detailed context analysis and the detection of good practices; 2) translate the job market needs into specific skills requirements; 3) propose how these skills may be included in IVET and/or CVET courses. This proposal will thus contribute to the ongoing discussion on the educational, cultural and business potential of gastronomy, by suggesting to act on education and training in order to supply the business and labour market with people having the necessary skills to satisfy the latest consumers’ demands. On the long-term the proposal could contribute to the achievement of the following European priorities: - increase levels of employability and business creation; - favour the development of education and training systems that are better aligned to the needs of and opportunities offered by the labour market, encouraging closer links to business and the community; - promote European tourism, especially by enhancing sustainable tourism and the deseasonalization of tourist flows; - stimulate the development of rural areas, through the creation of jobs outside the agriculture industry (e.g. the development of tourism-related activities) and through the use of digital promotion tools; - favour the adoption of healthier eating habits.