"The Learning for Living Together project was based on the objective of ERASMUS + Adult Education ""to develop innovative outputs and undertake intensive dissemination and exploitation of results in supporting, extending and developing educators' competencies"". The Project developed adult educators’ competences within both the community learning centres and further education institutions to deal with diversified groups of learners, and made use of new technologies and teaching outcomes.This project also sought to address the Erasmus+ horizontal principle ""Inclusive education, training and youth"" by providing a critical insight into promoting equality and inclusion, developing and upskilling tutors to address diversity and integration in (formal and non-formal) delivery to learners who are local, migrant, refugee and asylum seekers. This project also underpins the priority of the Paris Declaration, promoting inclusive education and training within local communities fostering a culture of respect and mutual understanding. The specific objectives of the project were met as follows: > Worked collaboratively with 6 transnational partner organizations based in the UK, Ireland, Italy, Latvia & Sweden who have particular expertise in delivery to adult education migrant/refugee/asylum seeker/ communities by developing, testing, adapting and supporting the embedding of innovative materials and practices; >Developed innovative materials for adult tutors/practitioners which were delivered to 23 adult tutors through a transnational training course based on Social Inclusion and Diversity. > Following this, the 23 tutors piloted the materials with over 100 adults learners during the life of the project, who gave on-going feedback on the benefits and the suitability of the teaching resources for the learner groups which enabled appropriate changes to be made. > Developed an online blended 18 hour social inclusion and diversity course which included a pedagogical handbook, student handbooks, assessment booklets and associated materials including film documentaries, podcasts and real life case studies (with refugees, economic migrants, asylum seekers) for adult learners and their tutors. This was accredited at level 2 by OCN (Open College Network) providing added value to the projects as accreditation was not one of the original objectives. > Built new networks of support for each partner organisation and their tutors by developing their outreach, capacity and skills base for future joint collaboration as well as internationalisation. > Shared results with wider networks within each partner country which increased their capacity to tackle racism within their own country through multiplier and dissemination events. The impact on the target groups included:Adult Learners - Increased knowledge of the needs of new migrants, refugees and asylum seekers - Development of new approaches to learning about integration of new communities - Increased capacity to challenge racism and prejudice - Increased sense of initiative and capacity to use learning at a local level - Increased level of digital competence - Increased levels of confidence, skills and cultural awareness Adult Education tutors: - Increased level of confidence and competence in their pedagogical approaches with adult learners - New networks of support developed with other staff in a European context for future joint working great insights into European Citizenship for their Learners and their roles in supporting local as well as diverse groups of learners to become European citizens - Increased bank of approaches, materials and case studies for use in the classroom/community - Increased knowledge of the needs of new migrants, refugees and asylum seekers - New approaches to learning about integration of new communities - Embedding and sharing of best practice in Adult education, training and lifelong learningIn addition, the project also had an impact on the Partners who benefited from: - Increased in knowledge and awareness of other European culture and traditions- Increased knowledge and working with organisations in different languages- Managing the intricacies of a multi-lingual working environment-Increased knowledge and understanding of adult learning practices in different EU countries- The introduction of new concepts for example the term ‘resilience’ - which was found by partners to be uncommon outside of the UK and Ireland.-Developed expertise in the multi-agency working for example College's working with social economies and government agencies.This partnership believe that the work carried over the last two years will in the long term, continue to address issues of marginalisation, intolerance and racism within a framework of equal opportunities and structured training and innovative resources which are freely available through the project website and will continue to be promoted and used by the partners & networks"

"In view of further publication on the Erasmus+ Project Results Platform, please also be aware that a comprehensive public summary of project results will be requested at report stage(s). Final payment provisions in the contract will be linked to the availability of such summary.This project aims to support students to transition to Higher Education (HE) Many students encounter considerable stress and can be left struggling to cope with the move to university and HE life. Context 1.: The proposed project is based on the overall programme objective of ERASMUS +- boost skills employability- modernise educations, training and youth and - focus on young peopleProject objectives are:-To collaborate with 5 transnational partner organizations (3 of whom are HEI's) based in the UK, Ireland, and Finland who have particular expertise in supporting students transitioning to Higher Education to share best practice and develop, adapt and implement innovative practices;-Development of a transition strategy led by Diakonia College (Finland)-Development of an accredited level two, 16 hour ""Transitioning to HE"" course with a section on promoting mental well-being ( included in the course will be a series of short films/pod casts comprised of student experiences from each partner country) all materials will be placed on an online portal. The course will developed led by (DKIT) Dundalk Institute of Technology (Ireland) 101- To develop 20 college staff in new pedagogical approaches, materials and coaching methods through a 5 days transnational train the trainer programme supporting educators to become mental well-being coaches led by (SRC) Southern regional College (UK) IO2- Development of a on-line resilience tool kit for students starting college/university. This will be a resource bank of research, case studies and practical tools to help students overcome stress, anxiety and other barriers which will help them fully integrate into HE life led by Kelvin College Glasgow (UK) IO3The target group for this project are educators and students (who will be progressing into HE) The ""Transitioning to HE"" course will be piloted to 60 students across Europe in the 2nd year of the project. The course will then be embedded within the curriculum offering of College's preparing students transitioning to HE.This project will also enable policy makers to embed the transition strategy into each partner organisation. This project will ultimately have an impact on students health and well-being and will aid retention in HE.Needs: For many new students starting university of College can be a testing time. Universities already have plenty of initiatives to support their students in place – but they could be strengthened through a transition strategy that prioritises mental health and wellbeing.This project will enable all partners to work together to in order to improve provision for learners in progressing to HE and share innovative practices within and beyond the organisations involved. The project will contribute to decreasing the anxiety often faced by students. The project will increase the knowledge and skills around self care for students. This project will also have a positive impact on HE institutions as there will be less student illness, referrals and student drop out aiding retention, achievement and ultimately making the HE institutions an attractive option. This project will benefit the learners, organisation and countries involved in the project."