The EFESE project (European Format for the Exchange of Social Security Education) was conceived to respond to the absence of a truly comprehensive curriculum on social security; in other words, a curriculum that combines several disciplinary (e.g., law, economics, and social policy) and national perspectives into one EU-wide curriculum. To develop a widely accessible, comprehensive and European curriculum, EFESE created a format for course design that could be virtually disseminated and exchanged between different European universities. The format fosters a blended learning approach and suggests a structure for blended courses. Blended learning combines online and residential learning; consequently, the physical mobility of teachers and students can be partially replaced by online mobility. This strategy decreases the financial and time constraints that usually come with 'traditional' mobility, partly enabling the participants to 'be mobile while staying local'. Another advantage is that blended learning is a student- centred approach; the student progresses at his/her own pace and chooses the content and delivery method (e.g., video, text, PowerPoint, etc.) according to his/her individual background, needs, and interests. Apart from testing and widely disseminating the format, EFESE also trained teaching staff (two intensive programmes) and launched an open access online manual on blended learning. Moreover, EFESE also offered two intensive programmes for learners (i.e., university students) in which the EFESE format was fully implemented. In total, the format was applied to the teaching practice in more than 20 cases. The three project objectives (i.e., developing a joint format for virtual course exchange, building a joint curriculum and broadening academic and professional networks) were attained through several activities organised into six intellectual outputs: IO1: Surveys of needs, expectations, best practices and evaluation amongst the organisations and participants involved. IO2: IT development of a format as well as the selection of on-line tools for teacher-student interaction and an open on-line platform.IO3: Specialized pedagogic and didactic support.IO4: Feasibility study on the establishment of a fully recognized and accredited joint master degree in Social Security.IO5: Joint curriculum building. IO6: Dissemination and networking.Initially, the project partners were the KU Leuven (Belgium), CECL (Greece), the University of Ljubljana-UL (Slovenia), and the University of Copenhagen (Denmark); the latter being replaced in January 2016 by the University of Groningen, RUG (Netherlands). The impact of the project included the exchange of knowledge and expertise in the fields of blended learning and social security between various academic and research institutions. More specifically, the project set the basis for the exchange of educational material between universities and experts through the EFESE format, a joint curriculum in social security and a strong network. University students and researchers were able to increase their exposure to various European perspectives on social security through the virtual delivery of courses, assisting them to enhance their capabilities to work in an EU or international environment. Furthermore, the intensive training events had an impact on the knowledge and skills of teachers and students on issues surrounding blended learning and ICT methodologies. Professionals and policy makers benefited by actively being involved in the EFESE network, participating in the multiplier events and accessing the project outcomes. The project made an innovative contribution to enhancing the concept of mobility towards the virtual dissemination of educational material. In the future, more and more academics and tutors can gradually benefit from the EFESE format by applying it to their teaching activities. Moreover, the joint curriculum proposed by EFESE can further be implemented as a joint programme allowing the involved universities to further enrich their educational relationships. The strong EFESE network, consisting of universities and research institutions, can enhance the base of expertise and can further disseminate the EFESE format throughout and beyond Europe. This will result in more organisations joining this initiative and more students and teachers enjoying the benefits of this innovative form of teaching.

The efficacy of social inclusion process in EU member states for Asylum Seekers and beneficiaries of International Protection, is questioned because of the perceived decline in civic engagement, and in their capacity to organize themselves and participate in the social daily life (FRA, 2017). The European Commission Action Plan, when discussing the integration of migrants (2016), identifies education and training as one of the most powerful tools for integration. It encourages member states to 'organise civic orientation programmes for all migrants as a way to foster integration into the host society and promote the understanding and respect of the EU values'. Moreover, promoting equity, social cohesion and active citizenship is one of the four educational objectives set out in the European Union’s Education and Training 2020 strategic framework. The general objective of the proposed action is to create a training curriculum and subsequently modules on civic education for both newly arrived and/or settled Asylum Seekers and beneficiaries of International Protection through a unified online platform. The overall scope is to offer multi-faceted CE opportunities to the aforementioned target group by utilizing ICT technology to empower and support their social inclusion process into the host societies.The project is going to introduce an effective civic education training system which will equipped the target group with tacit knowledge such as virtues, norms and critical thinking so as to strengthen their autonomy, self-efficacy, to self-confidence and enhance their cognitive skills. It will also provide explicit knowledge about the values, roles and operational function of major public and semi-public institutions. Various stakeholders such as national and local institutions and NGOs/service providers will be able to utilize the platform and integrate it in their daily practice by providing citizenship relevant training to Asylum Seekers and beneficiaries of International Protection.To achieve these aims, the consortium of the project through a decision making process agreed to design and recommend the construction of the following intellectual outputs.IO1– Guidelines for consultation with stakeholders: This I/O entails the design and implementation of the consultations will all interested parties in order to reflect on the current delivery methods of Civic Education, collect evidence based practices and consequently develop the courses content. IO2 – CE MOdules: It envisages the creation of CE modules (design and development of the curriculum/content). The aim is to improve civic and intercultural competences and to enhance critical thinking for Asylum Seekers and beneficiaries of International Protection. The e-courses content development will be elaborated and constructed, based on the extracted results from the previous I/O –identification of needs. The e-courses content material will have a uniform set of learning standards. IO3 – E-Learning Platform Environment: This output comprises of the design, implementation and test of ICT components that create the PROM-PAR e-Learning Environment. It entails a multilingual Responsive web design to accommodate OER for autonomous learners. It will also act as a promotional media to create European awareness about the innovativeness of the PROM-PAR’s project and its outputs in order to ensure maximum outreach, longer impact and sustainability.IO4 – ECTS format for Civic Education: By adopting the notion that a growing number of learners would like to certify the gained knowledge from the courses, the project will offer them the ability to attend to online exams to be accredited with relevant ECTS credits. Those who will pass the exams, they will be awarded with 3 ECTS credits and a certificate, valid for all EU Member States. The project directly targets a number of different participants to get involved and participate into the different planned activities. In particular, over 500 Asylum Seekers and beneficiaries of International Protection potentially will be involved in the project stages - development, implementation, dissemination and exploitation. More than 5000 various stakeholders, additionally, primarily professionals will be reached through the dissemination of products. Each partner in the consortium has solid grounding networks in the field of adult education, migration and non-formal education provision both young and adult and everyone developed strong and trustworthy ties in their local networks.The outcome and results of the project will produce long lasting effects at local, regional, national and European level. The online platform will be fully equipped and have the capacity to support the provision of Civic education training to any vulnerable group within a society apart from Asylum Seekers and beneficiaries of International Protection; such as other migrant groups. Furthermore, PROM-PAR will encourage relevant stakeholders to exploit a

Integration is not just about learning the language, finding a house or getting a job. It is also about playing an active role in one’s local, regional and national community and developing and sustaining personal contacts through social and cultural activities and political engagement. It is important to involve migrants and minorities in all daily challenges that our societies face, to make them active participants in the integration process, which is essential to improving their social participation and integration outcomes. One of the key priorities in the agenda of the Von der Leyen Commission 2019-2024 is the European Green Deal, the new political roadmap that will make the EU's economy sustainable. It will turn environmental challenges into opportunities, will educate generations in sustainable behavior, making the transition inclusive for all. The RADIAL project will address the related horizontal priority of Erasmus+ on environmental and climate goals, together with the priority on social inclusion, and will give them human presence – sustainable green deal that is understood, transferred in personal philosophy and behavior, developed in eco–entrepreneurship and contributed to the social inclusion of disadvantaged adult learners (migrants, refugees, TCNs, ethnic minorities) residing in 7 EU countries. Additionally, the adult education sector priority of extending and developing the training competences of educators will be targeted by the project, focusing on environmental teaching approaches.The proposal aims to:• Contribute to the social inclusion of disadvantaged adults by providing recycled art training and guidance;• Support the European Green Deal priority, to enhance knowledge and understanding of sustainable green transition in the EU societies;• Create an environmentally respectful habits and opportunities for civic engagement of disadvantaged groups;• Strengthen the competences of adult education providers (AEP), developing innovative pedagogical approach on recycling, facilitating their work with migrants/ethnic minorities in multicultural environment;• Improve the cooperation between civil society organisations, public authorities and the private sector to develop innovative tools for the social inclusion of disadvantaged adults;• Promote the integration process of migrants/refugees/TCNs and ethnic minorities to the general public and make them part of this process.By involving 280 disadvantaged adults with migrant or ethnic minority background in trainings, the project will fill in the gap in education on climate issues and sustainable development. The activities will bring the disadvantaged adults from knowledge to practice by offering entrepreneurship tailored training, thus providing room for better social inclusion, labour integration and participation in the EU social life. RADIAL will also address the needs of AEP, developing innovative Trainer's Manual with full set of tools and resources on recycling, reusing and repairing to be used in multicultural environment, thus will enrich the sustainable development didactive tools. 140 AEP will be directly involved in test of the intellectual output with feedback and recommendations that will lead to multiplication of the products in their local/regional contexts. 280 stakeholders, policy makers, private and public institutions, directly involved in migration and education, will be involved in multiplier events in the project countries Bulgaria, Cyprus, Germany, Greece, Italy, Spain and UK. A rich set of dissemination activities and channels will widely promote the project outputs and results to external organisations at local, regional, national and European levels which will multiply the project efficiency. 60 staff members of the partners’ entities will enrich their competences and experience under the RADIAL project.Approximately 7000 indirect beneficiaries will be reached through the project website, Facebook page, flyers and e-newsletters distributed and being in place after the project end, ensuring sustainability of the results and deepening the multiplier effect.The project will bring innovation in the AE sector, allowing vulnerable learners to explore environmental issues and engage into climate actions. Thus, they will develop a deeper understanding of the Green Deal strategy and acquire the skills to make informed and responsible decisions, to take sustainable actions that will further facilitate their social inclusion and integration. The provided environmental education and activities planned within and after the project lifetime, will enhance the competences of the target groups, the staff and the involved communities. The RADIAL project will provide stakeholders and AEP across Europe with new, transferable training approach in recycling, reusing and repairing that will encourage integration via green entrepreneurship and green social economic integration of disadvantaged groups in 7 countries and abroad.

Newly arrived migrants to the EU along with their families demonstrate a series of complicated needs during their inclusion process. The European Adult Education Providers (AEPs) still need to respond to a diverse range of learners from different ethnic, cultural, language or religious backgrounds. Inclusive education requires the participation of all stakeholders (teachers, parents, policy-makers, NGOs, etc.) to resolve policy, attitude, environmental and resource barriers that might exclude vulnerable learners within each unique situation.Taking under consideration the above arguments, the Digital Inclusion project aimed to:• Strengthen the cooperation and networking between AEPs, research centres and public bodies from countries most affected by the refugees’ crisis;• Test and implement innovative practices in the field of education and training of specific target groups;• Better prepare and deploy the education and training of professionals for equity, diversity and inclusion challenges in the learning environment;• Promote the integration of refugees, asylum seekers and newly arrived migrants and raise awareness about the refugee crisis in Europe;• Encourage the utilization of Open Educational Resource (OER) to give access to education and digital training tools to migrants, refugees and asylum seekers.The project's objectives have been achieved by implementing the planned activities transnationally, as the cross-border cooperation is a key factor towards the resolution of the refugee crisis at national and European level. Multi-disciplinary and inter-agency approach in various activities were adopted by emphasizing on inclusive education and training of migrants and refugees, in collaboration with experts from countries most affected by the crisis.The consortium gathered together 8 organisations from 6 European countries, each of them with specific expertise in the Adult Education field. Transnational cooperation between public and private sector was formed to ensure sustainability of the project outputs. The whole project duration was 24 months, calculated in order to implement correctly the planned action and achieve the project objectives. Main activities were the development of Intellectual Outputs, trainings, dissemination events, creation of cross-border cooperation Network, web portal and project social group.The partners involved directly in local trainings, using OER, 150 migrants, refugees and asylum seekers with a legal status in the 6 project countries. Key professionals in the AE field, such as: adult educators, social workers, mediators, coaches and career counselors were addressed by training material produced with free access in 6 European languages. Total of 139 participants assisted to the celebrated international multiplier event in Madrid, and total of 176 people attended local/regional/national multiplier events, implemented in the 6 partner countries in the final Project phase. The project website received approximately 13.000 visits until the end of August 2018, and the cross-border cooperation Network has been joined by 37 organisations - members from 8 countries for the same period. These outputs will continue to be in place for at least 5 years after the project end.The methodological approach taken by Digital Inclusion was of common decision making procedure, adopting the initiative of regular exchange of information aiming to ensure that all consortium members were involved in the project’s progress, being aware of specific strengths of particular partners. The working methodology established an organic approach where the local and transnational activities were in constant exchange and nourished each other at various stages of the project, while the planned dissemination ensured its success and sustainability.The results and outputs of the Digital Inclusion project have introduced innovative education and training methods according to the ET 2020 framework. The OER developed will provide training opportunities for refugees/migrants not only residing in the 6 partner countries, but also to those in other European regions, thanks to the dissemination strategy targeting AEPs from the 28 Member States in the following 5 years. Crucial innovative element was the overall assessment of the acquired skills by a test, which the learners from the target groups have to pass to obtain ECTS credits. The delivered certificate is valid for all European countries, as part of the life-long education, being essential for the migrants' continuous professional development in the European Union.Project's added value on a long term process will be the reduction of low-skilled migrants by providing high quality digital training in different European territories. The Digital Inclusion Project was complementary to the efforts of the European Commission to undertake activities aimed at inclusion, combating radicalization and supporting migrants and refugees in their integration process.