lternative Ways to Learn a Second Language Strategic partnership between: Storytelling Centre (NL), Arbeit und Leben (D), GO! (B), Elan Interculturel (FR) and De Talentenschool (NL) Timeframe: September 2018 - August 2020 Main objective: Developing new, alternative and innovative methodologies to learn a second language using storytelling and other non-formal learning tools for students that have difficulties acquiring language skills through the existing formal learning methods. Main tangible outputs - a toolkit with guidelines for languange teachers and educators who are active in the field of language teaching to refugees (and other migrants) who have difficulties learning a language using the formal methods. Since many language teachers/coaches work as volunteers, we want to design a toolkit that is accesible and easy to use by people that are not professionally involved in this work as well; - a portal (IO8) via which information gathered during the project (like the Foundation Bricks, reports on the case studies and relevant literature and reseach results) and the final results (toolkit and guidelines) will be available. Besides we train 40 language teachers/coaches/educators in using the toolkit in the course of the project. Rationale: Many mainly Northern European countries are busy taking care of creating the possibilities for language learning and many organisations, both non-profit and commercial, discovered the market and offer courses. Of course, there are also companies developing these courses, working with experts on language and culture. Many new-comers benefit from this and learn the language and the culture more or less easy. They reach a reasonable level within a year (B2 or even B1), which serves as a base for further development. However, for a certain group this is no solution. They are not able to study using the methods that are offered to them. The reasons are various, but often we are dealing with people who did not learn to learn, mostly because they only finished primary school (or not even that), who are illiterate of who are used to read and write in a different script (Somalian, Arabic or even Chinese). For this group the existing, often formal learning methods are not beneficial at all and they keep on failing for their exams with the result that they are lagging behind in their integration process. The partners in this project have the experience in working with this group. Based on that we can state that it is often not the intelligence of the students that blocks them. It is a mismatch between their learning skills and the existing learning methods. Although different partners already developed some alternative learning methods, we notice a need of high quality, structured language learning methods for this group with fewer opportunities. That is why we decided to join forces and start a project in which we share knowledge and design a new method together. Non-formal learning is the starting point. We involve tools coming from our experience, like storytelling tools, games and dialogue tools. In order to assure high quality output, we collaborate with an experienced organisation in developing methods to acquire language skills (mainly focusing on people dealing with a second language), de Talentenschool. In order to start this development at the right level, we made a need analysis, in which we looked at our own experience and at the needs of the group we would like to serve. This need analysis is attached. One of the outcomes of this need analysis is that the use of the method should not be limited to 'new' refugees. Many people living in the partner countries for a longer time, can benefit from this method as well. They often did not learn the language properly (also because 20/30 years ago it was not obligatory to learn the language in some countries) and still have difficulties in reading and writing. Though our focus is on refugees, we do not solely focus on this target group and explore which other groups can benefit from it as well. Target groups Primary target group: language teachers and educators. (It is important to note that many people within this target group will work as volunteers and we will keep that in mind in the final design of the outputs) Secondary target group: People who want to/have to learn a new, second language but who lack the learning skills to acquire the language through existing formal learning methods. The main focus is on refugees, but the methods can be used for the language acquisition of other migrants as well.

Players of the artistic field got stamped and stigmatized as NOT relevant to the System – that is the most impressing picture that was painted during the lock down due to the Covid 19 situation since the start of pandemic measures and is still ongoing - It is being said that Arts and culture, artists and art education are not relevant for the system! We ask our selves if this is true? And we confirm that this claim is certainly wrong! We would rather claim that Arts, arts education and creativity belong to the most relevant fields in time of crises: this is valid for all European countries. Furthermore we would seek for solutions in order to improve the relevance of the artistic field, to fight against an certain art immunity that decision makers seem to being developing; artists want to help in the system of political decision making to rethink the topic of professional relevance priorities. Beyond that, artists would like to find answers to how to gaining an audience for (digital) artistic work and performances; therefore they would need to make researches for learning new digital semantic, how to raising knowledge for gaining an (new) audience. Most of the us artists, agency, arts schools, arts educators ask ourselves how to empower public artistic activities such as performances. The project would focus on activating the debate around professional relevancy discussion in the context of the pandemic, around the question of ephemerality of artistic stage productions within a communal policy and the difficulty to access to new audiences.It will also aim to raise the awareness for artistic processes methods and artistic trainings in order to transfer it into adult education training programs and to trigger the huge creativity potential of citizens of all age.Therefore the Partners’ knowledge will be extended and enriched by common experience as well as by diversified national and regional differences. The project will give answers to these questions by starting systemizing the individual questions and answers of our European partners due to their specific cultural environment in order to built up: a sample of good examples which would prove how arts, creative activities and approaches offer tools and new perspectives to empower resilience and innovativity as well as creative expressiveness and skilss development. The project partners will conceive workshops , public events and round tables in order to confirm their claim saying that art is definitely relevant to society and its citizens especially in the context of crisis and to explore new paths for gaining knowledge around the topic of new audiences and skills development among the non professional art performing adults as well as for professional artits on educational issues.The project would give rise, justifiably to remove the impression among the political claim that Art and Creativity are not relevant, by giving answers an impulses against social isolation and the seek for resilience, psychical and physical health , for social wellbeing The project would help empowering local groups to go for discourses with stakeholders. It would also help building a media library and a logbook in order to keep a record of the processes. The project would furthermore strengthen the access to work on social and political topics by seeing for artistic solutions which could be transferable .

<< Objectives >>The objective of this project is to develop a civic integration education tool using storytelling and other non-formal learning methods for refugees/migrants that have difficulties with formal learning methods. We want to improve the civic integration education provided by teachers as well as help the learners; which in turn will generate a better social inclusion, for refugees, migrants and other people with learning problems and a bigger distance to society.<< Implementation >>CASE STUDIES (to test the tools created on their usefulness, practicality and effectiveness with people in the field)TRAINING ACTIVITIES (e.g. Joint Staff Training and Train the Trainer events to test and finalize the outcomes of the case studies)MULTIPLIER EVENTS (e.g. local multiplier event and a final conference to share the results of this project with trainers, teachers and other stakeholders)PROJECT MEETINGS (for project management, sharing knowledge, creating tools and evaluation)<< Results >>* a toolkit with civic participation and integration exercises, using storytelling and other non-formal learning methods for (new) refugees as well as guidelines for teachers that work in civic integration teaching* a (digital)self-assessment tool to assess the acquired skills and level of integration in an encouraging and fun way* a blueprint on how to provide trainings using the tools * an interactive digital platform with the tools, guidelines, project information, reports on case studie

"In the context of lifelong learning (formal, non-formal, informal learning, work-based learning etc.) more types of learning and learning environments are emerging. The growing use of ICT tools, blended learning, e-learning and distance learning is demanding digital competencies of educators. Lack of educator’s digital competencies is acknowledged in many levels. There is a shortage of people who’d support, advise and facilitate educators with competence in andragogy as well as in using ICT in education. The development of e-learning to support adult learners requires an understanding of the principles of andragogy and learning design. Based on the characteristics of the adult learner, it is important to design e-learning - an accessible and comprehensible e-learning environment, e-learning materials that support learning, and e-learning process assessment attributes. The goal of the project is to support the growth of instructional design in adult education and develop a base of training for Instructional Designers in Adult Education (IDAE). The need for IDAE-s is in educational institutions, training centers, private companies (in HR and learning-training departments), third sector organisations etc. Current curricula and training of the instructional designers focus on formal education and the principles of pedagogy. Therefore, it is important to develop a curriculum to support the competencies of instructional designers in adult education, along with pilot training (recommended e-learning environments, e-learning materials and assessments) that can provide training for people who work or want to start working as IDAEs. The main outcomes of the project are three intellectual outputs: the curriculum of instructional designers, Instructional resources that include learning materials, learning and teaching methods, digital tools and IDAE educator’s handbook.Direct target group of the project is educators (teachers, adult educators etc.), who want to acquire the competencies of IDAE and educators from partner organisations who want to become IDAE educators. Indirect target group contains adult educators, adult learners, representatives of educational institutions and training departments of other organisations. The main objectives of the project are:1. Good quality of adult training.2. Efficient and purposeful use of digital tools in the learning and teaching process.3. Digitally competent educators.4. Cooperation between educators and instructional designers.5. An opportunity for educators to become an IDAE - a „supportive figure“, a facilitator between an adult educator and a learner. ParticipantsProject EDIT has 4 partners: *OÜ Innowise, Innowise Training and Development (Estonia) (leading partner) is a private adult education and training company. *Pucko otvoreno uciliste ANTE BABIC Umag - Universita popolare aperta ANTE BABIC Umago (Croatia). ""Ante Babić"" Open University Umag is an adult education institution.*Arbeit und Leben DGB/VHS NRW e.V. (Germany), is an institution for further adult education supported by the German Federation of Trade Unions (Deutscher Gewerkschaftsbund - DGB) and the German Associations of Adult Education (Volkshochschule - VHS). *Cead Profesor Félix Pérez Parrilla (Spain), a distance learning school for adults that depends on the Education Department of the Government of the Canary Islands. The important principle in achieving the objectives is including the phases of testing (e.g IDAE pilot training), collecting and analysing feedback from participants and other groups and complementing IO-s based on these results. The main results of the project are three intellectual outputs.IO1 Curriculum of Instructional Designer in Adult Education (IDAE) (includes pilot training in each partner organisation)IO2 Instructional resources (based online). Instructional resources include learning materials, student’s manual, instructional assignments, learning and teaching methods, recommendations for digital tools to support learning (based online) IO3 IDAE Educator’s Handbook (based online), (includes IDAE educators training).Completion of the project:*raises the awareness to use digital tools and e-learning purposeful ways and facilitates the competences of adult educators;*develops further understanding of the competencies of instructional designers in adult education;*creates opportunities to further educate instructional designers in adult education - not only among partnership and in partner organisation, but widely as the intellectual outputs are available in five languages on the project website.*supports adult educators in their teaching activities and helps to create high quality adult training in various learning environments."

Since 2017 Directive 2014/95/EU has made it obligatory for certain public-interest entities to disclose non-financial and diversity information. This includes information on matters that have an impact on environmental, social and employee-related, human rights, corruption and bribery issues. At the time of the application for the project it was clear that the reports resulting from this obligation would be a new source of information, which could potentially be useful for workers’ representatives and trade unions to engage in or deepen social dialogue. Yet there did not exist any knowledge, systematic approaches or trainings on how to analyse non-financial information reports from their perspective, neither on a national nor on a European level.“CENOFIA – Curriculum for the Further Education of European Non-financial Information Analysts” therefore set out to identify and document skills and competences needed to analyse non-financial and diversity information of undertakings. Based on this, the project partners developed analysis tools and a curriculum with corresponding teaching materials and made them available through an Online Learning and Transparency Platform under www.non-financial-information.eu. This platform combines all aforementioned outputs with additional media in an interactive format to support learning and teaching activities. Furthermore, it provides a database with meta data and links to existing analyses and other sources of information, which can be used to share information and supports trainers and analysts. All outputs are published as Open Educational Resources (OER) and can be downloaded in a separate section of the platform. The curriculum and all corresponding materials follow a modular design, thus allowing adjustment for different target groups, depth of analysis and skill levels. All intellectual outputs were developed in joint efforts by the seven, respectively six organisations or institutes with links to national social partners from Germany, Hungary, Italy, Latvia, Lithuania and Spain. Project partners organised, coordinated and carried out the work on a continuous basis through web- and telecommunications as well as in seven transnational project meetings.In order to refine project results beyond the scope of directly involved project staff and to take into account as many as possible different perspectives and national specificities, the partners tested the curriculum in two Joint Staff Trainings with participants from the six partner countries. At the same time, the participants from these trainings became the first non-financial information analysts and started to carry out analyses, give trainings on the subject matter or use the newly acquired knowledge and skills in their professional context. Towards the end of the project, results were shared and discussed with national and European audiences in seven multiplier events. In follow-up activities it is planned to adapt project results and the OER to country specific requirements.