Europe recently experienced a dramatic influx of refugees. By the end of 2015, the European Union as a whole had received over 1.2 million first-time asylum claims (IOM, 2015). A small but significant sub-group of these people on the move are highly qualified professionals – doctors, architects, lawyers, teachers, engineers – who often find themselves in low-skilled, minimum-wage jobs for which they are over-qualified. Their skill sets and professional experience often count for little, as host countries in an alarming number of cases fail to utilise the potential of much sought-after qualified personnel. The integration of these highly skilled individuals into the labour market is crucial in order to avoid their long-term dependency and marginalization, and to create a positive image in the eyes of the public.Against this backdrop the ‘Critical Skills for Life and Work’ project (2017-2019), led by Newcastle University in the UK in partnership with the University of Graz in Austria, Fryske Academy in the Netherlands, and Action Foundation, a Newcastle-based refugee charity, sought to identify and articulate the profession-relevant communicative, interactional and intercultural needs of highly-skilled refugees, which would enable them to find employment in a professional domain for which they are qualified. The team’s ultimate aim was to design and implement effective training tools for enhancing the professional intercultural communicative competence (PICC) of highly skilled refugees and the language teachers who work with them. The four project partners worked with a group of 26 of highly skilled refugees and migrants, and with 15 teachers across the UK, Austria and the Netherlands to co-create a set of resources that can be useful in a diversity of European contexts. The result was an online toolkit for teachers and learners.The toolkit was developed as part of a two-stage collaborative process: In stage one (research stage) the team investigated in detail the lives and experiences of people who had successfully made the transition from refugee status back into the professional sphere. This was done through 15 ethnographic interviews (‘success stories’) which sought to discover exactly how these people had made the transition, what had helped them, what had hindered them, and what they could pass on to others like them by way of advice. Additionally, 21 focus groups were held with learners and teachers in the different locations, to gauge current provision and their needs in relation to developing PICC. Findings from this stage pointed to the importance of agency, resilience, self-motivation, as well as language and intercultural communication skills. In stage two (co-production), the team worked closely with local refugees and volunteer language teachers to develop learning and teaching materials. These were then piloted and trialled through a series of workshops and multiplier events with different target groups, including agencies working with skilled refugees, teaching organisations such as colleges of further and higher education, and relevant employers and employment agencies. The aim was to create a model which can be extended to other contexts. The main dissemination event was the project conference on 21st June 2019, which was attended by 100 people. The conference was also the official launch of the toolkit.The toolkit offers two modules: Module A: Teaching professional intercultural communicative competence (IO2: for teachers)Module B: Professional intercultural communicative competence for work and life (IO3: for learners)Both modules are available to download for free on the project website (http://cslw.eu/). Relevant sections of the toolkit have been translated and localised into German and Dutch.Each module consists of five parallel units: (1) context & background, (2) finding a job, (3) applying for a job, (4) being interviewed and, (5) starting a job. Each unit includes a set of activities designed for classroom use (for teachers) or for self-study (learners). All activities relate to the development of PICC. Supplementary materials and extension tasks are included at the end of each unit. The units are self-standing to allow teachers and learners to choose units and activities depending on their own specific needs and circumstances. From a linguistic perspective, the toolkit is built around the assumption that refugee and migrant professionals will have some linguistic capital. The primary aim of the toolkit is to develop PICC, as opposed to linguistic proficiency in any specific ‘target language’. Using all their plurilingual resources, learners might engage with input in one language and generate meaning in contextually appropriate ways.The toolkit has been and continues to be promoted through several activities: Conference presentations, the project website and social media activities, online posts and newsletters (for details see sections 6.3 and 6.2 below).