"<< Background >>Illiteracy is an invisible problem that is present throughout Europe and in all partner countries. It is an obstacle to people's autonomy, to accessing their civic and social rights, but also to accessing qualifications, returning to work and adapting to changes in companies. Support for people suffering from illiteracy depends to a large extent on the ability of each person, in his or her own place, to be aware of the problem of illiteracy, to listen, inform and guide correctly the people concerned, who are often very far from the proposed solutions. Given the specificity of this illiterate public, the pedagogy of the WIFI project will be centred on the needs of the beneficiaries and will establish a link with the professional and/or training project. The observation of the partnership is that there is more and more demand for training illiterate adults, in fact we are confronted with applications from people that we cannot welcome directly in training courses because they are illiterate. We observe that the job market in construction and personal assistance (especially in rural areas), but also in other professions, is under pressure in all partner countries (France, Italy, Spain, Austria, Sweden). In general, illiteracy is a barrier to employability, mobility and access to training and requires adapted teaching methods. Moreover, the approach will also aim to fight against the loss of self-confidence due to illiteracy and for employment. We want to develop pedagogical content that will enable trainers to take better care of the beneficiaries and to offer them a ""bridge"" approach that will enable them to access a first job or training.The project proposes to create thematic workshops for illiterate adults. The idea is that through manual production (wood, clay, etc.) or daily life gestures (cooking, care, etc.) the target group can increase their basic skills and get out of a situation of illiteracy. The aim is for them to have a first professional experience accessible to their level and allowing them to work on their initial skills through experience and to develop them in order to access vocational training or qualifications at a later date.This will increase their chances of integration and will eventually enable them to enter a work integration enterprise, a training course leading to a qualification in construction/personal care, to start a basic training process, or even to enter the job market directly.The main objective of manual activities is not to discover trades or sectors of activity. It is a question, by this means, of approaching in a transversal way the domains and its subdomains of targeted competences. The pedagogical approach is not centred on a trade, but on the skills acquired to combat illiteracy that are essential to illiterate adults. Thematic workshops will be the common thread of the WIFI project. We plan to address several needs:1-Strengthen training systems to meet the challenges presented by literacy learning and training and the associated adult public. 2-Put learners in a working and successful situation during their learnings. 3-Enhance their ability to learn in non-academic learning settings.4-Professional development of VET teachers, trainers and mentors in training creation:Improve trainers experience and information for their trainings (Involvement in their job, new eye on their mission, & in the construction of the training. There is a need to tool the trainers to respond to the needs of the trainees.5-Reduce inequalities at all ages and throughout life and to allow everyone to get access to trainings, education and work.6-General needs-Raise awareness of the illiteracy and its management in educational institutions-Dynamization of the training-strengthening sustainable employability and entrepreneurship<< Objectives >>For the WIFI project our main aims we wish to achieve is to develop pedagogical content that will enable trainers to take better care of the beneficiaries and to offer them a ""bridge"" approach that will enable them to access a first job or training.Through the tools developed, the trainers will be able to help them to:-Acquire the right behaviours to adopt in a group and in society: to find their place in a group, to live in a group and to carry out missions on behalf of the group, for the group and not just for themselves,-Be autonomous and ""efficient"" in the investigation process, to acquire the right behaviours, the right reflexes,-Discover and acquire the different behavioural attitudes and their meaning in terms of behaviourThe workshops created in the project will allow the learners to put themselves in a working and successful situation in order to:-Contribute to the restoration of self-confidence by enhancing the skills and potential of each individual and improving daily life-Participate in the professional and social promotion of people by reducing the obstacles to professional and social integration-Initiate a process of mitigation -Enhance their potential by encouraging initiative, autonomy and collective commitment-Reactivate a desire for insertion and progressive socio-professional integration-Make access to training less dramatic in order to reconcile some trainees with the teaching and learning systems-Create social and economic links -Confront a production objective and enable them to succeed while making individual progress-Allow the expression of a choice of orientation/training and to encourage the trainee's personal project in order to help them build a coherent, pragmatic and sustainable individual pathway-Measure their motivation to carry out work for a collective interest -Help them access a professional sector in tension at a manoeuvring level -Encourage the development of written, comprehension and oral expression skills and reduce apprehension about learning the language and in contextFor the trainers it will create:-Awareness of illiteracy and the transversal skills evaluation method-Dynamization of the training-Involvement in their job, in the construction of the training with a new eye on their mission,-Taking into account the individual needs of the participants and their expectations -Developing an individualised training programme, based on the person's profile and personalised training objectives -Making people responsible for their own learning, by promoting self-assessment practices, by taking into account the pace and learning strategies of each individual, and by setting aside time for individual work -Formalising the monitoring of people's progressInnovate in adult education and training and bring forward our training centres and trainings:The project will support the uptake of innovative approaches to curriculum creation and the use of digital technologies in daily teachings and trainings. The learning process is based on the bottom-up principle what means that the learner is first participant in its learning process. The inclusion of the Innovate in vocational education and training and bring forward our Vet centres and trainings:Adapt our adult education and training programs, but also our trainees to new market labour needsWe aim at the initial and continuous professional development of teachers, trainers and mentors in their training creation and work-based settings, as well as through the development of effective field based, open and innovative education and pedagogies, as well as practical tools.<< Implementation >>We will proceed by 4 steps:A study circle ( peer learning and conception experience) will lead to a peer learning and conception experience involving at least 12 experienced persons in the illiteracy field (teacher/trainers and coordinators of each organism as well as external stakeholders, for example from associated partner or national illiteracy organisations. The partnership will create a research matrix to conduct a study circle to analyse the needs for skills evaluation and to define the objectives of the explanatory needs form the target group and the workshop methodology.It will be aimed at sharing analysis and regards on skills needed to be developed and the barriers that need to be overcome during the WIFI project outcomes. As well it will define national, transnational problematics that are faced by each partner and establish a list of suitable trainings and work placements in each country for people after the workshop.A skills map in terms of precise indicators and descriptors to evaluate someone making the illiteracy workshops on the skills map. In fact, people will first place themselves knowing only the descriptors then an external person such as a trainer will accompany the person to make a second positioning using their self-evaluation and adding his expertise. This procedure will allow to qualify progress made during the thematic workshops but also help the trainee to explanate themselves their progress.WIFI workshop. It will contain the creation of several in-situ workshop exercises taking into account the 8 EU basic key skills. Each exercise will target several skills so it will match the skills map from IO2 and lead to a coherent evaluation of acquired skills during the workshops besides giving opportunity for literacy learning in a work setting.The content of this workshop will enable trainees and participants to gain literacy, soft skills, first professional skills and to obtain the basic skills necessary for integration in a certified training or basic work. A WIFI model based on 4 workshops with manual production (wood, clay, etc.) or daily life gestures (cooking, care, etc.) containing precise curricular activities and exercises targeting illiteracy. Tutors will pilot and experiment the skills map, tool set, exercises and workshops, and guide the illiterate adults throughout their learning experience and pilot the experimental workshops.Those 4 Activities conducted by the 5 partners will produce the results necessary to respond to the needs we identified above. The detailed description of each activity and output can be found in the output section. The project action will be carried out at European level in 5 countries in different national contexts, characterised by different educational policies and needs.The project is led by Osengo, with 5 partner organisations: Euroform, Osengo, Caminos, Compass4you, Folksuniverstat. Researches for examples will be conducted in all EU countries and results published in English and each partner countries language.<< Results >>We will have 11 major results:1.National reports of the study circle containing concrete objectives, needs and definition of the developed approach2.Needs analysis in each country 3.List of trainings and workplaces suitable after the workshops4.Transnational Report on illiteracy5.Toolset model6.The skills competence map with descriptors and indicators for each skill and level7.Explanatory interview guidelines8.Model defining evaluation objectives and methods.9.4 Workshop models with exercises 10.Guidelines on using the methodology11.1 Pilot reportThe output files will be accessible to all and free.Results expected during the project (mainly for internal use by the partners) include: -Partnership contracts -Project management tools-Project schedule -Project Gantt chart -Interim and final reports to French Erasmus+ National Agency -Quality management plan -Dissemination strategy In addition, we will also expect to have the following dissemination results:-Additional stakeholders and networks to be contacted for dissemination during the project: minimum 200 per partner organisation (in their respective country and in the rest of Europe) -Trainers: 50 in each partner country, during the project-Other stakeholders in illiteracy fields and recipients of newsletters: approximatively 2000-A final event to present the achieved work of the project to at least 40 people in the illiteracy sector in each country.At the end of the project and after: -the project will continue to be disseminated and project results used and available to target groups -an additional number of members of target groups will know about the project and project results; -the national and European communities of practice (trainers, training organizations, educational institutions, decision makers) working for illiteracy will have at their disposal an innovative and effective methodology; -additional teachers, trainers and school staff members will improve their capability to use the WIFI practices and tools."

<< Objectives >>We want upgrade trainees with digital and computer skills and give them acces to equipment by furnishing digital courses but also a workshop to access a computer at low cost with free and open-source software. This will raise integration in work and society, provide equipment but also permit to follow online trainings. It’s not relevant to train digital skills to people without the tool itself. We also want to promote sustainable reuse of computer equipment.<< Implementation >>We will have 4WP, a research foundation based on bottom-up field research by study circle to determine techniques & digital illiteracy skills needed and illectronism situation identification. This will lead to a skills test creation and a digital illiteracy and computer needs guide. Then we will design learning modules and a workshop (get low cost personal computer and basic skills for its use) including implementation methodology for experimenting accessible on a learning platform.<< Results >>A guide for Trainers (how to address the target group, statistics about illectronism, guidelines. A full workshop: -How to choose a second-hand computer-Install & use free and open-source operating system & software-Digital skills (digital environment, research, Communication, digital security-Using e-learning platforms & online classroom toolsA methodology for the workshop implementationImplementation/experimentation report of the workshopsImpact and increase Analysis of digital skills

Know Your Rights (KYR) objectives is to train migrant workers to improve their knowledge on their rights in the workforce, both within specific countries and according to EU employment laws. The KYR project will focus on developing approaches to reach out to migrant workers using online tools and peer mentoring, presenting information in 3-5 languages in each country in cooperation with trained peers. The overall objective is to create processes and good practices that can then be developed further to reach new migrants groups. Context/background; Research has shown that migrant workers are the most vulnerable groups when it comes to exploitation in the workforce. One of the reasons is migrant’s lack of information about their rights, for example minimum wages, work-contracts and more. (https://fra.europa.eu/en/publication/2018/protecting-migrant-workers-exploitation-eu) In most countries, migrant workers have higher unemployment rates and, when in employment, tend to be segregated in unskilled occupations and exposed to higher risks of over-qualification. Moreover, they experience considerable job insecurity, and the sectors and occupations where they are employed are characterized by less advantageous working conditions.Participants; The Know Your Rights consortium consist of 7 partners, from 5 countries in Europe, with a wide variety of knowledge and experience of supporting migrant through training and initiatives related to social and cultural inclusion of migrants. The leading partner Einurð in Iceland has considerable experience in community development, peer support, mentoring and adult education. Amal the managing director and owner of Jafnréttishús (Equality centre) has been a leading activist concerning migrant issues and support to migrants and refugees, having experienced being migrant worker herself. Center for Social Innovation (CSI) is a Research and Development organization which focuses on fostering social innovation that can bring about a positive change to local, national, regional and global contexts. Verein Multikulurell main objectives are to promote professional, social and cultural inclusion of migrants and it aims to enhance intercultural dialogue and education. Acción Laboral main training activities are complemented by information, motivation, ICT training, vocational training, labor counselling and guidance. Social Innovation Fund in Lithuania aim is to assist people with fewer opportunities and disadvantaged backgrounds to make positive changes in their life through the provision of educational opportunities, social support, information and advice. Caminos main objectives include fostering the exchange and communication, improving individual opportunities of development, supporting the social inclusion of disadvantaged people and developing innovative methodologies in the field of training, education and social development.All partners are in contact with a wide network of stakeholders and will create national/regional reference groups for the KYR project. The consortium also has considerable experience in developing and producing open educational resources and e-learning approaches. Activities, methodologies and results: The KYR project includes 5 intellectual outputs (O 1-5) and 6 multiplier events, 5 INFO days and a final conference. The project uses the methodology of a Competence GAP analysis (O1) to define and gather information on stakeholders, gaps in services/support to migrant workers, support and services to migrant workers. Based upon the GAP analysis 3-5 migrant languages will be selected in each country to be addressed by the project. At least 15 migrant groups will be addressed by the project, or at least 3 in each partner country. National reference groups of 8-10 stakeholders will be formed in each country. Partners will select 8-10 bilingual peers in each country to participate in a peer mentoring workshop (O5) based upon a curriculum and training content (O2) followed up with their involvement in content development and production of the KYR videos as peer mentors or e-confidants (O3) presentations adapted to each selected migrant group. Project results will be accessible on the „Know Your Rights“ platform (O4) that will be a hub for project activities developing from a simple info site for the project in the beginning to a open educational resource in different languages addressing different target groups of migrant workers. All material will be open source for key stakeholders like workers unions to enhance their existing services and support to migrant workers.Sustainability and benefits: The Know Your Rights platform will be open and accessible at least 24 months after the project completion. Each partner will nominate one representative or contact person that can assist other regions/groups/countries/organization in utilizing and adapting project results for new groups or communities.

The aim of the PRISMA project was to discuss and exchange promising practices about active strategic inclusion of migrant communities in the decision processes as regards programme planning in adult learning organisations. This has been done between the partner organisations and other institutions and networks in the field - particularly migrant and refugee self organisations and networks - that were incorporated to the partner organisations at regional/national level. The identified good practices has been shared between the partners. Background of the project was that plenty of adult learning institutions across Europe are addressing migrants as beneficiaries. As regards social inclusion of migrant communities, there are still obstacles to be overcome: Migrants are often seen as recipients of education in the fields described above. What is often lacking is a real active participation throughout the portfolio of adult learning activities, like political, social education etc., addressing migrants as both recipients and providers of knowledge. To improve effective adult learning strategies towards migrant communities, it is necessary to actively include migrant communities in the mid and long term development of adult learning programmes. This is crucial for a successful inclusion in the educational field, since particularly in adult education mechanisms to include learners into strategic decisions are rarely applied. Basing on a common understanding about opportunities and limitations in the active strategic inclusion of migrant communities into strategic planning, the project consortium developed a catalogue of criteria to identify good practices in the strategic involvement of migrant communities in adult learning. On the basis of these criteria, the project partners developed a grid for assessing good practices, which has finally been further developed into a self-assessment form for adult learning providers. With the help of this assessment form, adult learning institutions will be able to check their level of active participation of migrants and migrant communities towards the strategic inclusion into programme planning. Besides, the use of the assessment form can foster self-reflection on these issues within organizations, thus contributing to the organizational development. The grid offers an opportunity to a deeper understanding of the organizational stat-of-the-art as regards migrant inclusion in programme planning. Both assessment form and grid have been tested by the partners individually in several local organizations and projects. The tools developed in the project can be downloaded on the project website, on the EPALE resource centre, and on the Erasmus+ project results database.During the project lifetime, the partner organizations met three times in person (in Germany, Lithuania and Cyprus, while due to the pandemic restrictions the last 2 project meetings were held virtually. In the project meetings, representatives from local organisations (migrant organisations and adult learning providers) were involved in order to discuss and contribute to the project outcomes. Further online gatherings between the meetings were held to ensure the quality of the partnership activities.

<< Objectives >>The main MILIMAT objective of this project is to raise training and awareness of farmers and migrant workers in the agricultural sector, so that they are able to lead and manage these new multicultural teams in a professional and responsible way, to ensure a labour and social integration in farms where codes of conduct based on diversity, equality and respect are followed to guarantee the rights of all workers. Supported by a cooperative platform for communication, management and mutual planning<< Implementation >>Based on our previous needs analysis, on the National Reports and the Transnational Analyses Report-TaR (WP2), on the knowledge and experience of the partners, and on the Manual of Best Practices (WP3), the consortium will design and develop dual training materials for migrant workers and farmers (WP4) that will be hosted on the corresponding training platforms (WP5/R5.4.) in conjunction with the MILIMAT collaboration platform (WP5/R2.2) founded on the MILIMAT Code of Good Conduct (WP5/R5.3).<< Results >>The project results are:-WP1: Management-WP2: R1: Workshop; R2: NRs; R3: TaR; R4: Database; R5: TPM1+VM1-WP3: R1: Best Practices; R2: Case Studies; R3: Good Practices Manual; R4: Extended Database2; R5: TPM2/3 + VM2/3-WP4: R1: Training Modules; R2: Self-Assessment Tool; R3: Introductory videos; R4/5: VM4 + TPM4-WP5: R1: Requirement Document; R2: Code of Good Conduct; R3: CWP; R4: Training System; R5: Pilot Test; R6/7: VM5 + TPM5 -WP6: R1: Dissemination M R2: 5 Diss. Conferences.