The aim of this project was to exchange InnOvative WAys (IOWA) for motivating prisoners for learning during their sentence. One of the opportunities is the use of modular or unit-based courses which ensures that the prisoner’s sentence length, or transfer to another prison mid-sentence, which are important barriers to participation in education, do not prevent them from undertaking or completing education and training (Langelid, 2009). Modular courses can also be a way of motivating the individual and providing evidence of the prisoners capabilities. In the programs of the fiour participating institutes of IOWA, some prisoners are serving short-term sentences so they are generally not able to complete a full apprenticeship training. Therefore the modularised version of the apprenticeship allows participants to enroll in the first part of the course during their stay in prison and complete the second part once they are released (Hammerschick, 2011) . As many prisoners have negative perceptions and previous experiences of education, this project wants to focus on methodologies for motivation of inmates by creating a learner-centred approach building on individual skills, competences and past experiences together with alternative styles of teaching and learning. One of the key elements in the implementation of this approach is the professional development of adult educators, trainers, teachers in prison, as they are the leading agents of change. By exchanging good practices in methodologies for motivating prisoners, four participating organisations developed a guidebook which, as we hope, will support educators and other stakeholders in prison in their efforts of removing barriers to participation and increasing the quality of adult education by better motivating prisoners for learning. The results led to a workshop on IOWA with dissemination of all the materials produced on both paper and multimedia supports and published on the project website.This partnership integrated the competences and experiences in prison education acquired during the international participation by* attracting a diverse and talented staff and student population in terms of background, culture, gender, age and education* including international and intercultural competences in learning outcomes* encouraging international mobility for staff* cooperation with international partners worldwide in international networks and projects* building an organization/environment in line with recognized international standards* using the diversity of staff and students as a resource

Lifelong learning is an important and useful activity at every stage of life. This is especially true when someone’s life is changed or stuck in their living conditions, and needs further skills to develop their various competences. This project indirectly targets adults who have been forced out of the labour market due to some external factors, need to change their lives for the further successes, gain new knowledge, find new jobs, and seek new opportunities. Our direct target group is educators, trainers, coaches and adult training professionals who deal with or want to deal with troubled adults who need help, are familiar with their problems and are open to accommodating and applying new solutions.Our two-year collaboration involves the participation of five countries of the European Union, involving adult training organizations with extensive experience in developing the target groups and using methods that have been used to address the basic problem of the project. Our basic goal is to create an intellectual output that combines international experiences that will be useful for adult training in all EU countries and to promote individual mobility within the EU and the free movement of qualified workforce. The intellectual outputs of the project seek innovative solutions to tackle the problems of adults stranded outside the labour force. Uniquely, we want to encourage the acquisition of basic life skills competences for new challenges, and new working environments, with a focus on financial literacy related to successful life. Primary intellectual output is a methodological collection based on the online platform, which is primarily intended for experts dealing with the indirect target group (outside the labour force adults). The purpose of this collection is to create a new, practice-oriented and userfriendly handbook that includes adult training methods that respond to new challenges and practical implementation exercises. Professional material encompasses the widest possible content, through basic household, social and welfare knowledge, and savings to sustainable lifestyles and future planning issues. The secondary intellectual output is responsible for ensuring the utility of the established methodological collection. In this intellectual output, we create exercise books and practical task collection, which - in practice - support the usability and efficiency of the established methodology. During the planned multiplication events, each partner country will test the primary intellectual output at local level, and the materials of these tests will be the content of the second developed intellectual output. Our primary goal is to seriously support the sustainability of the main output of two years of international cooperation by creating serious practical materials that are not only for introduction of the new methodology, but also for facilitating its use and adaptation. During the project, we are planning to organize mobilities in all participating countries in which the adult training experts of the organizations involved in the cooperation - basically based on experience-based 'trainers' trainings' - will promote the correct implementation of the primary intellectual output. During these times, the participating professionals train each other, will have brainstorming and workshops on the content of the various chapters, and coordinate the results of the creative processes between the mobilities. The need for planned development - based on the figures and statistics - is almost unambiguous. The former professional work of the partners involved is a guarantee of the creation of innovative intellectual outputs. We believe that our international cooperation serving the development of adult education at European level. Our activity is a niche substitute since it is a fact that within the field of adult education there have been few improvements to target the adults less concerned by the socialnetwork and no longer really achievable for the education system too.

The FREE to CODE project had the ambitious goal of using digital skills and computer programming as a means of human development that can help adult European prisoners to re-enter society. 1. CONTEXTSAlthough significant progress was reported in Europe on the digitalization agenda, different disadvantaged groups were excluded from it due to some structural or personal obstacles. This project aims at bringing prisoners and former prisoners closer to the labour market by developing in them coding and other relevant soft skills. This aim was achieved by developing a responsive and interactive training platform that can work also in closed institutions such as prisons. 2. OBJECTIVESThe project was aiming at the following objectives: General: - The project intended to develop an innovative training programme on coding for learners detained (men, at least graduated and with a short-time sentence, to prepare them to be reintegrated into the society), with the aim to favour the development of their digital skills and in turn their transversal skills, particularly problem-solving. Specific: - The project aimed at transparency and recognition of skills and qualifications; application of the European recommendations to validate the non-formal and informal learning with the improvement of their digital and programming skills in an informal and formal learning environment, - Applying the methodology of the European recommendations to validate the non-formal and informal learning to adult education into social assistance fields.Both objectives were achieved. The training programme on coding was created, piloted, evaluated and adjusted. There is now basic training on coding available for the prison systems around Europe. There are manuals available for this training in English, Romanian, French, Greek, Italian and Portuguese. The programme was built taking into account the European principles for identifying and validating non-formal and informal learning adopted by the European Council in 2004. Partners have agreed on the learning outcomes and stakeholders involved in the process of validation were involved in the multiplication events and expressed positive views on the programme. 3. PARTICIPANTS-NUMBER-PROFILEThe participants in the project were divided into two main categories: direct beneficiaries and indirect beneficiaries. Direct beneficiaries - prisoners, former prisoners and other disadvantaged people with similar profile - 162 direct participants took part in the survey or benefited from the training programme. Indirect beneficiaries - were the stakeholders (those interested in the programme - education agencies, labour agencies, local authorities, prisons etc.) and the community (NGOs) who participated in the multiplication events - 229 participants. The indirect beneficiaries were also informed about the project activities and results through the dissemination activities were approx. 10.000 people were involved. 4. ACTIVITIESAlmost all activities were performed as they were planned. However, due to the pandemic, most prisons were closed in Europe for the non-essential staff. Therefore, the project had to adapt its activities in order to achieve its aim and objectives. The main activities were: conduct national evaluations to identify the training needs and trainees expectations, design a training plan (taking into account the European standards for informal and non-formal validation), develop a training platform, pilot it and evaluate it and refine it. 5. RESULTS AND IMPACTThe main result of the project is the use of an online training tool in the prison field. This project is one of the first ones that contribute to the opening of the prison system towards the online platform. The training platform created under this project helps prisoners better prepare for the new economy where digital and computational skills are crucial. Following the guidelines of the European Framework for validating non-formal and informal learning, the project is easily scalable across Europe in prison and alike institutions. 6. LONG-TERM BENEFITSThe project is an example of how prisons can use the online platform to enhance education. We can expect the use of this environment to be expanded in the near future towards other sections of prison life: vocational training, job searching, visits and so on.

"The aim of the project ""Violence- An Important Problem” is to develop and implement new solutions in the sector of educating adults, especially those facing the risk of social exclusion; to broaden and develop the competence of educators, especially in terms of effective teaching adults with low interpersonal skills; to deepen the knowledge about different types of violence: domestic, against women, on the Internet, in the stadiums, racial, xenophobic ,against old people, as well as eliminate and prevent this phenomenon; to support the development of social, civic and intercultural competence, media literacy and critical thinking among adults, as well as combating discrimination, segregation, racism, aggression and violence; to exchange experiences and good practices concerning prevention and the ways of recognizing the victims of violence in the local environment. Countries participating in the project represent different regions of Europe (Poland, Romania, Italy, Belgium). In some of them the biggest problem is violence against immigrants, in the others domestic violence dominates. In all the countries there is a new problem-hate speech.The project participants will be the educators of adult staff and learners. We expect to invite at least one hundred people (both educators and learners) to participate in the local and international activities. We are planning two mobilities for educators and two for learners. The number of indirect participants (members of local communities, readers of web site, etc.) will be about 600 people. The following activities are planned as part of the project: workshops, seminars, study visits, training of interpersonal skills, and participation in campaigns focused on the prevention of violence. We expect that the educators will not only improve their knowledge about violence but also their skills concerning various forms of work with adults (peer-learning method, drama, project method, learning by doing, using IT). The planned products are: workshops on various forms of violence, training of interpersonal skills, conferences promoting tolerance and human rights, seminars, events for the local communities, logo and website of the project, newsletters, surveys, teaching materials for trainers and educators (which we plan publish in the form of an e-brochure). The expected results are: increasing the competence of the participants (educators and students); increasing self-esteem and self-confidence among the participants of the project; learning how to deal with stress; increasing the involvement of the participants on the local level; increasing skills and competence in providing assistance to the victims of violence; increasing the interest in the problem of violence among local communities (authorities, organizations, associations, etc.) in order to broaden the knowledge of different types of violence among the project’s participants and local partners, and consequently identify its most serious forms and ways to combat them using the mechanisms and tools applied in other participating countries. The expected long-term benefits are: implementing the new methods and forms of working with adults into the plans of action of various organizations; changing attitudes towards potential victims of violence in the local environment; the continuation of the international cooperation between the partners once the project finishes; participation in the similar actions in the future."

The context to BUCOLICO being outlined in the description field, this summary will outline the determinants, risks and solutions to the issue it wishes to address, i.e. the reintegration of socially excluded individuals in marginal areas. More specifically, it wishes to propose a learning standard contributing to the empowerment of NEETs in rural contexts.DETERMINANTS1. CULTURAL: the North-South Europe divide is owed to a Mediterranean model where young adults:A) experience prolonged permanence within their original family core; synchronous exit from that core and the formation of a new familyB) lack support bridging the education-work transition2. EDUCATIONAL:low-education makes youths vulnerable to job loss. Early school drop out lead to fewer graduates, as in Italy where only 26.9% of 30-34 year olds hold a degree (EU average 39.9%). In addition, highly developed human capital finds less opportunities in the Mediterranean, with 77.3% active 30-34 year old graduates (EU average 87.1%).3. ECONOMIC: A third of young adult jobs were lost in the Mediterranean after the 2007-8 crisis and pre-crisis employment levels had yet to be restored. Young adults are at a greater risk of poverty being less eligible to subsidies than older age groups. 4. GOVERNMENTAL: 0.1% of municipal budgets in Italy is spent on active labour schemes (EU range 1.50-2.25%). Public employment schemes do not improve seekers’ prospects as they tend to have too weak a training element. This is the case of Youth Guarantee in locations such as post-industrial Sardinia, where only 7% of youths completed their apprenticeship as employers thought little of them.COSTS1. ECONOMIC: if unmitigated, NEET figures will add to negative demographics, low natality, emigration, long life expectancy in making ever more inactive citizens throw a greater burden on an ever smaller share of actives. Up to 1 in 5 peak-age workers will be lost by 2030 and dependency (number of inactive/active citizens) will rise from 38% to 70% by 2050. Young adults are strategic. Their shrinking will affect the sustainability of public sector systems such as education, defence, healthcare and pensions. This is happening faster in the Mediterranean where low natality has caused peak-age worker numbers to drop 26% in a decade (EU28 average -7%) and employment is low both at pre-peak (30-34 year olds: Greece 66%, Italy 67%, Spain 74%, Croatia 76%, Cyprus 77%, Malta 78%, EU 79%) and at peak age (40-44 year olds: Greece 72%, Italy 73%, Spain 77%, Croatia 79%, Cyprus 80%, Malta 81%, EU 82%). German pre-peak and peak participation is 84% and 85%.Taking Italy as exemplifying the Mediterranean, two 10-year scenarios open up: A. Worst-case: peakers drop to 2.3 million with a 30% productivity loss in their age group.B. Best-case: peakers' participation rises to 95% to maintain today's absolute number of employed. Case 1 and 2 are unsustainable and impossible to realise. A viable middle-ground solution may be to boost labour participation both at pre-peak and peak age as NEETs – while being a structural element to affluent societies – have slightly but steadily decreased over time. Indeed, youth participation is key to reduce the impact on GDP from above- (2% in Greece, Italy, 1.5% Belgium) to below-OECD average (0.4-0.5% in Scandinavia, Germany, Netherlands, Switzerland). 2. SOCIETAL: Inactivity leads to decaying well-being and keeps youths from reaching adulthood markers. Mediterranean NEETs are aware of these costs and are also more afraid of getting to 45 without a job (25.5% of Italian, 10.7% of German youth). Despair leads to apathy which leads to sheltering in gaming and social networking putting them at risk of digital, alcohol or substance addiction/abuse. SOLUTIONS In the absence of natality-encouraging policies and immigration being contentious, Mediterraneanites ought to bolster NEETs' reintegration to widen participation to sustainable levels and rescue them from social exclusion. Education is the way: it beget skills which, in turn, beget employment. Thus, 3 sets of actions are needed:1. Harness the speed of development, where advanced (digital) and non-cognitive skills (creativity and entrepreneurship) demand adaptation by all age groups via upward skilling routes;2. Capsize labour policies from apprenticeships to start-up mentoring; 3. Foster work-life balance. Former NEET-age Mediterranean generation X parent-workers suffered from the high barriers to labour market access of the past as well as from increased flexibility demands and precarious terms offered by present contracts, resulting in only 49% of Italian young women being active (EU average 60%).To this end, BUCOLICO's 5-country strong Partnership of experts will devise 6 Intellectual Outputs to engineer a learning standard tailored to facilitate labour participation and market access among socially excluded individuals/groups in geographical marginal rural areas.