"CONTEXTAccording to Common Basic Principles/EU initiatives in the field of integration, “Basic knowledge of the host society’s language, history, and institutions is indispensable to integration; enabling immigrants to acquire this basic knowledge is essential to successful integration"" and ""Efforts in education are critical to preparing immigrants, and particularly their descendants, to be more successful and more active participants in society"". The Erasmus+ Program aims at promoting equity and inclusion by facilitating the access to learners with disadvantaged backgrounds and fewer opportunities compared to their peers, “.https://ec.europa.eu/migrant-integration/the-eu-and- integration/eu-actions-to-make-integration-work The educational tracks of those who receive residence permits should be expedited by lowering the threshold for integration training and the training following it. ""(quote from the report "" The educational tracks and integration of immigrants – problematic areas and proposals for actions"")PROJECT OBJECTIVESThe main goal of the project InclusionApp is to help RI&AS (refugees, immigrants and asylum seekers) learn the language & the culture of the host country through a mobile serious game and ood practices against social exclusion through a a Collaborative e-learning platform.Specifically the aims of the project are twofold:(a) The Design, Implementation and Evaluation of a Mobile Serious Game for learning the language & the culture of the host country (InclusionApp mobile game) for RI&AS(b) The creation of a Collaborative e-learning portal with good practices against social exclusion of RI&AS.SERIOUS GAME EVALUATIONOnce the software development is finished we will run a large scale trial in which we will involve at least 200 RI&AS (refugees, immigrants and asylum seekers) and observe their learning success and most important their inclusion in the host country with the help of our mobile serious game. We will then finilize our mobile game and share it on an EU-wide scale. Scientific publications will be published to renowned international scientific journals & conferences with the results of the evaluation.The OPEN SOURCE ACCESS to all project outputs will be guaranteed for at least 5 years after project end.PARTNER ORGANISATIONSThis initiative gathers 5 partners from Poland, Cyprus, Italy, UK and Greece.WYZSZA SZKOLA EKONOMII I INNOWACJI W LUBLINIE (Poland): University of Economics and Innovation in Lublin (WSEI) is a non-state higher education institution, funded in 2001. Welcome Home International (Belgium): Non-profit organisation providing encouragement, education, and assistance to refugees during their integration.INNOVATION FRONTIERS (Greece): An educational technology & research company expert in the design, implementation and evaluation of educational software.Eurospeak Language Schools Ltd (UK): A private English language school, accredited by the British Council, Independent Schools Inspectorate (ISI) and are a UKVI licensed Tier 2 General and Tier 4 General of the points based system.Tropicalastral Lda (Portugal): A private adult education provider and translation company, focused mainly on corporate clients in the Algarve area providing private executive business language lessons."

"<< Background >>For low-skilled adult migrants and refugees, the acquisition of literacy, numeracy and digital skills can facilitate their integration by providing access to valuable information and resources. These abilities allow migrants and refugees to access education, health care and other services, understand political and administrative processes, and find support systems and organisations. These skills can also support learning the host-country language, job-seeking, or the qualifications recognition procedure. Research shows that older and less educated migrants do not have access to or use ICT as much as the younger and more educated groups. Migrants who use and have a good command of ICT mainly use them for social communication purposes. They are not using them for more advanced purposes, such as looking for a job, learning the host country's language, accessing information about available services or political and administrative information. At an individual level, the lack of engagement in upskilling or reskilling decreases the employability of adults with low skills by putting them at risk of job loss or limiting their chances of finding employment. It can therefore lower their incomes and well-being. Difficulties are faced by many migrants, refugee, and immigrant adults confronted with technological ubiquity in economically developed countries. Preparing migrant adult learners for the digital world by building digital literacy skills can help to maintain home language proficiency, support host country language learning, and open paths to resources needed to support migration. What support is needed to help teachers provide quality digital literacy instruction to language learners who are struggling to resettle and integrate in a technologically rich society? According to PIAAC - OECD Survey of Adult Skills an average 20 % of the EU adult population have low literacy and numeracy skills. Urgent action is needed to improve literacy across Europe. The skills of a person tend to decline over the years if they are not used frequently. PIAAC proves that the gap in literacy proficiency between generations is getting wider. The level and distribution of skills differ markedly across countries, within countries and between generations. PIAAC clearly demonstrates the need to encourage and empower disadvantaged adults to improve their proficiency, and EAEA agrees that it takes innovative approaches, community involvement as well as investment to reach out to disadvantaged learners. Skills4Integration is a project that addresses the integration of adult migrants and refugees and other vulnerable groups, such as those re-entering society from prison, who have notable disadvantages in literacy, numeracy and digital skills. The project will address this by developing a web platform offering online training supported by video tutorials to adult migrants, refugees and vulnerable groups. The lessons will focus on learning-by-doing and cover the most relevant skills for navigating life in their new country of residence. The project will also develop an online capacity-building course for volunteers and operators working with migrants, refugees and vulnerable groups. Finally, the project will compile a toolkit of digital tools to learn host country languages. This project will foster social inclusion of low-skilled adult migrants, refugees and vulnerable groups in their recipient countries by building their literacy, numeracy and digital skills. It will increase the support skills' building services to migrants by introducing a new tutoring methodology facilitated by volunteers and operators.<< Objectives >>There are many reasons why good literacy, numeracy and digital skills are beneficial to individuals. Such reasons includeHigher self-esteemBetter healthBetter employment prospectsHigher wagesBeing literate means that people can access goods and services, are less reliant on others for support, and are better equipped to lead full adult lives.Research by the charity underlines the fact that there are direct links to be made between being functionally literate and being able to make positive impacts in respect of:Economic wellbeingHaving aspirationsStable and engaged family lifeHealth and access to health servicesCultural and civic engagementBeing numerate means that people become more independent, as they have both the underpinning ability and the confidence to use numbers and straightforward calculations in their everyday lives. This might include in work contexts, in professional money management and in domestic financial checking, in being able to navigate the world through reading timetables and signage, being able to estimate sizes, amounts and distance, in understanding dosage information and recipe instructions, and in passing on these kinds of life skills to others in turn, not least our own children. Numeracy is an important aspect of engagement with the wider world, of communicating with others, everyday problem-solving, and being self-sufficient and not reliant on others for navigating the world. Being functionally numerate includes being able to demonstrate a range of competencies that have a relationship to mathematicsInterpreting plans, maps, charts and diagramsProcessing information accuratelySolving problems and puzzlesChecking answersReady reckoningUnderstanding and explaining situationsDecision-making based on logical thinking and reasoningDigital literacy may be defined as ""the capabilities which fit someone for living, learning, and working in a digital society"" (JISC, 2015). Learners need support with many aspects of their digital activity. Those needs must be addressed, not merely for their present and future academic development but life skills and work-related competence for the future. Therefore, there are multiple drivers to develop pupils' digital literacy competencies; those which are study-related, those which are work-related, and those relevant to conducting oneself appropriately in a digitally-enabled society.Skills4Integration will strengthen refugee, migrant and vulnerable adults' ability to integrate into a fast-evolving society. All of the above-mentioned benefits and skills will better enable low skilled refugee and migrant groups to adjust to and participate in their new life in Europe.<< Implementation >>The consortium will develop a WebApp to teach and engage users in various ways, including simple texts, videos and animations with voice-overs and subtitles, audio files and computer screen recordings. The WebApp will interface with the dissemination site and offer the multilingual framework to host the course materials developed in the project's scope. It will offer an easily navigable system with instructional videos throughout better to support the engagement of newcomers to the digital world. The WebApp will host other instructional videos created as another result teaching navigation of common online platforms. It will also offer interactive pages offering literacy and numeracy support in an entertaining and gamified fashion for the beginner in literacy and numeracy development. The reasoning behind the Web App is to teach by doing. Projects will be available for selection for a hands-on practical methodology. They will be easily guided with videos, audio files and digital imagery, leading the user to better developmental understanding and a positive experience. The web app will include a series of instructional videos with voiceovers in host country languages plus English. Students learn best when they take in information via multiple modalities—through reading, listening and viewing visual media. We also know, from much research, that using visuals is critical for those acquiring a new language. The videos in this result can be used in two primary ways, 1) support or enhance the understanding of course content, or 2) as the primary mode of content acquisition. Students can watch video content either together with a teacher in class or outside of class, depending on the instructional need. The learning outcome will need to be specific and measurable. Additionally, video content will be used in conjunction with instructional activities that show students have achieved the learning outcomes.Course Content for the WebApp. There are the Minimum Core Skills of literacy, language, numeracy and Information Computing Technology (ICT) which will be included in lessons. The functional skills of maths, English and ICT will mostly be embedded in the learning programme. The key is to enable people to function confidently, effectively and independently in life and at work. There will be 30 lessons per module divided into 10 lessons per level of beginner, intermediate and advanced, in total 90 lessons in 6 languages. Each of the numeracy and digital skills lessons will be accompanied by an instructional video from IO3. The Literacy lessons will be accompanied by grammar notes and reading warm-ups. The curriculum will be available on the web app in PDF and interactive gaming formats, in the six partner languages.Finally, a Training Manual will offer a teaching model to volunteer trainers, which aims to promote the social, educational and professional integration of low-skilled adult migrants and refugees in their host countries, developing their literacy, numeracy and digital skills. These skills become necessary for the learners' empowerment so that they can participate constructively in the social and economic life of their hosting country and improve their autonomy. The training manual will offer a comprehensive, volunteer-based tutoring model for volunteer trainers through the professional and user-friendly WebApp being developed as another result. The material will be provided in 6 languages: English, Dutch, French, Greek, Portuguese and Finnish. Volunteers and professionals will act as tutors to the low-skilled adult migrants/refugees for building their literacy, numeracy and digital skills.<< Results >>Learners will:develop their self-awareness about their natural talents and abilities be provided with knowledge and skills that will help them be successful in the labour marketdevelop European identity by developing host country language competenciesup-skill their ability to make decisions, to interpret global issues and to communicate freely in the world without bordersimprove their language abilities, social skills and presentation skills, learning to understand and to be understoodappreciate the importance of learning foreign languageshave a higher level of cultural awareness and a deeper understanding of intercultural dialoguedevelop their ICT skills necessary not only for the implementation of the project but will also be able to utilise ICT in order to communicate with others and be successful in future employmentdevelop and improve their literacy skills working with a variety of sources of information Teachers and volunteers will: upgrade their skills with the use of the project results, thus participating in the lifelong learning process.have extra motivation for teaching refugees and migrants basic skillswiden their horizons by experiencing different cultures and expand their knowledge of different communitiesexperience different educational systemsRefugee and migrant institutions will: improve the quality of teaching basic skillsequip their teams with materials and technology needed for teaching basic skillsimprove their educational output by adding career orientation in their curriculareduce xenophobia amongst staff by increasing their awareness of different culturesThe educational institutions outside of the partnership will:take advantage of the developed materials for career orientationuse the online resources for training activities in the field of basic skills and career orientation Participating organisations will:be familiar with international projectsdevelop a sense of respect and tolerance towards different nationshave a deeper understanding of migration issues and European policies"

<< Objectives >>Integrating people through work is vital to welcoming them into broader society and will benefit all of us and our whole economies in the future. Project Re-Start is designed to answer essential questions of refugees wanting to embark upon opening their own business. A comprehensive Manual and Website based on extensive research will be developed in the course of the project to give information and guidance to migrants, refugees and asylum seekers and support for operators who work with them.<< Implementation >>Entrepreneurship Guide for Immigrants and Refugees is thought of as an instrument to support and guide people with a migrant background, especially refugees, to understand their competencies and the chances to initiate their own business in the host country. The Website will begin as the multilingual dissemination site for the project. Site pages will be devoted to information references and links to relevant organisations and associations regarding national legislation and business start-up.<< Results >>The expected impacts of the activity are:- the strengthening of competencies of operators in charge to orientate the migrants, refugees and asylum seekers in the labour market and business start-up;- the improvement of job searching by immigrants;- the improvement of entrepreneurial competencies;- the deep knowledge by migrant people concerning the business start-up;- raising awareness of refugees about the importance of vocational training.

<< Objectives >>The main aim of ‘Edumom’ project is empowering women on parental leave through new skills development and enhancing their employment prospects. We are eager to provide them with an access to the range of learning and skills development options and resources by creating specialised website and to increase awareness among the women on parental leave about lifelong learning and various available options available for continuing their education.<< Implementation >>-Project management and implementation (including three meetings).-An international training in Sweden dedicated to adult educators (3 social workers per country).-Local trainings for women on parental leave in each partner country (10 women per country).-Dissemination, multiplier events in each partner country and peer-to-peer activities.<< Results >>-A website with 20 training video series focused on different skills development. -A guide with formal and non-formal education opportunities to develop new skills online free of charge or at a very small fee.-A list of digital tools for completing various tasks online such as video creation, photo edition -Improved digital skills of women on parental leave during the international and local trainings.-Through the multiplier events, dissemination of the project in each country.

<< Objectives >>The project aims to promote sustainable coffee consumption.The following objectives are set•Train coffee consumers towards sustainable habits and provide incentives to follow such profile•Enhance cafeteria owners & adult educators portfolio with a unique guide on how to train coffee consumers to obtain a sustainable consumption profile•Offer an easy, accessible educational material & methods in the form of OER & ready to use material for cafeteria owners, coffee shop employees &adult trainers<< Implementation >>•Transnational & online partners meetings•Field & Desk research & Needs Analysis report•ECOffee Sustainable Cafeterias Cluster•Video tutorials•e-Guidebook for cafeteria owners & trainers•Transnational training activity for 24 cafeteria owners and trainers•National workshops for 60 coffee consumers•Smartphone application•Project website• 6 Multiplier Events one in each partner country for relevant stakeholders•6 online promotional campaigns•Different dissemination activities<< Results >>The project results and outcomes will be:•The Needs Analysis Report•ECOffee Sustainable Cafeterias Cluster•ECOffee video tutorials•ECOffee e-Guidebook for cafeteria owners & trainers•ECOffee Smartphone application•24 individuals during the transnational training activity for cafeteria owners & staff and trainers•At least a total of 60 participants attending the National Training Activities•More than 500 people and key stakeholders will be involved in project activities in total.