"The number of people born outside the EU-28 and residing in an EU Member State as of 1 January 2016 was 35.1 million, and 19.3 million were born in an EU State other than the one in which they resided ( Eurostat, 2017). In 2017 alone, 171,635 migrants arrived in Europe by sea (IOM, 2018). A great mobility, which particularly affects the younger generations: on the one hand because they are more inclined to mobility, on the other because a challenge and an opportunity to build an intercultural European Union is born for them. At the same time, it is an opportunity to empower young people, who can thus increase the skills to live in an increasingly fluid and multicultural society, and to build the future of the Union on an inclusive basis, enhancing the opportunities offered to European society by cultural diversity. The intercultural perspective is the horizon within which it is possible to follow this path, but it must be implemented in the daily life of young people so that it becomes solid and produces lasting fruits. The project ""From Youth Centers to Intercultural Centers"" therefore intended to promote the quality of work in the youth sector, by facilitating the evolution of Youth Centers into Intercultural Centers in the European Union. In such Centres, day by day, young people can live contexts and take part in activities characterized in an intercultural sense. To achieve this goal, 4 organizations from Italy, Spain, Slovenia and Portugal, with experiences in Youth Centers evolved into Intercultural Centers, joined and cooperated to develop, validate and promote innovative practices and methods to characterize interculturally the activities of the Youth Centers.The final product of such process is the Toolkit FYCIC, available for free in 5 languages ​​on the project website www.fycic.eu. The toolkit contains a theoretical section on intercultural education in Europe, with particular focus on the 4 project partner countries. This is followed by instructions on the applied methodology, the general pre-requisites that an intercultural center should have and more than 40 activities based on non-formal education and intercultural dialogue, conceived or adapted by the authors and subsequently validated through pilot activities with young Europeans and migrants. The development of the Toolkit followed the following steps:1 Elaboration of draft chapters of the Toolkit The four partners developed a first draft of the Toolkit based on their experiences and practices previously gained 2 First Meeting in Italy The partners met, presenting their respective drafts and, on this basis, elaborating a detailed drawing of the Toolkit. 3 First Drafting of the Toolkit Each partner contributed to the drafting of the theoretical section and a series of activities according to their specific field of intervention 4 Second Meeting in Spain The activities written in first draft were presented and each partner trained the others on the implementation of the activities he wrote. 5 Creation of local networks, experimentation and validation of the Toolkit In their own country, the partners have set up networks with associations and local bodies operating in the youth and immigration fields, collaborating in the experimentation of the developed innovation, in order to validate it. 211 young people from 26 different nationalities from Europe, Asia, Africa and South America were involved in this phase, including migrants, refugees and asylum seekers, as well as children belonging to ethnic minorities.6 Third Meeting in Portugal The different national trials were presented and evaluated. Based on the feedback received from the participants involved, a re-elaboration plan was devised, in order to make the contents transferable to the widest scope of scenarios, different from each other from geographical and socio-economic point of view. 7 Final draft ToolkitThe final version of the toolkit has been written, in English: Section I - Theory Chapter 1. Culture and Interculture Appendix Bibliography Section II - Practices, tools and guidelinesChapter 2 - Methods and applicationChapter 3 - LearningChapter 4 - ExchangeChapter 5 - Active ParticipationChapter 6 - Inspiration box 8 4th Transnational Meeting (held online due to Covid19 restrictions to international travels) The partners finalized the Toolkit and set up a Dissemination Plan9 Multilingual translation, proofreading and final edition of the Toolkit The Toolkit has been translated into Italian, Spanish, Slovenian and Portuguese, then paginated and optimized for online consultation 10 Dissemination The results of the project were disseminated with events in each partner country, in presence and online, involving 302 people belonging to NGOs, schools and public administration. 12 Networking A European Network of Intercultural Centers was created to support the adoption and dissemination of the Toolkit"

<< Objectives >>COVID-19 has been a very hard blow for young migrants in a precarious situation, and object of increased discrimination in a society with fear of the present... and the future.This project aims to initiate entities in the Erasmus+ Programme in order to create a network that encourages inclusion through the shared work between young migrants and local neighbors to rebuild their neighborhoods and promote sustainability, inclusion, and citizenship values.<< Implementation >>This project proposes an itinerary of activities directed by the young migrants with obstacles themselves, in communication with the local community, to restore joy to their neighborhoods. Despite all their obstacles, these young migrants will create community murals, improve the infrastructure and sustainability of the neighborhood, provide computer help and digitization for the elderly, workshops... along with actions for the coordination, execution, and promotion of the entities.<< Results >>A European network of specialized entities with no experience in the E+ will be created, in order to generate long-term work that allows young migrants to achieve greater inclusion and social acceptance.In order to do this, an itinerary of activities will be created, led by the young migrants, to alleviate the harm of COVID-19 and show their commitment to their local community. These actions will result in a guide for other social entities to replicate this method and reinforce the network.

Learning mobility, i.e. transnational mobility for the purpose of acquiring new skills is one of the fundamental ways in which young people can strengthen their future employability as well as their personal development (European Commission. Green Paper: Promoting the learning mobility of young people).Since 1987, thousands of young people from all over Europe have had the opportunity to gain competences which would have been difficult for them to obtain without a programme like Erasmus. A recent study has demonstrated that, on average, after their stay abroad, Erasmus students have a higher employability prospect than 70% of the students (European Commission. Erasmus Impact Study). Within the framework of non-formal education, the Youth for Europe programme was born with the aim to encourage the mobility of young people, particularly those with difficulties in accessing other mobility programmes such as Erasmus.The European Commision and the Member States of the EU have worked year after year to increase the number of learning mobility opportunities, within the framework of formal education (i.e. the Erasmus programme) or within the framework of non-formal education (i.e. the Youth in Action programme). Despite their efforts, there are still a large number of young people who do not have access to such opportunities for personal, economical, social and/or health reasons.In this context, the SIVIM project aims at reducing the inequalities and risk of exclusion faced by young people who cannot access learning mobility opportunities, in particular, young people from disadvantaged social groups. To this end, public administrations and youth organisations from 3 European countries (Spain, Italy and Poland) will develop, validate and disseminate at European level a Toolkit for Virtual Mobility in non-formal education. This Toolkit will give to young people who cannot travel, the opportunity to develop similar competences to the ones developed by those taking part in transnational mobility activities.The project will have a duration of 24 months and will be structured in the following phases: Phase 1: Initial development (February 2015 - February 2016)Each partner will select 12 young people aged between 18 and 25 years old from disadvantaged social groups who have never had the opportunity to take part in a learning mobility activity. They will then make a study to identify the special needs of those young people. This information will be of vital importance to ensure that the special needs of the end beneficiaries of the Toolkit for Virtual Mobility will be taken into consideration during its development. The next step will be, for each partner, to elaborate a content proposal for the chapter of the toolkit that they will be in charge of developing. Their proposal of content will then be debated and approved jointly by all the partners during the first transnational meeting (May 2015). During the following months, partners will work for the development of the toolkit. In February 2016, once the initial development has ended, a 6-day training event will be organised in order to train two youth workers from each organisation on how to use the toolkit.Phase 2: Validation (March 2016 - May 2016)Each partner will organise a validation of the toolkit with real end beneficiaries, the young people from disadvantaged social groups selected during the previous phase. The validation activities will take place simultaneously in three pilots (Alcalá de Guadaíra, Frattamaggiore and Krakow). These activities will be under the supervision of the two youth workers from each partner trained during the previous phase and will see the participation of 12 young people from each country.Phase 3: Final development (June 2016 - October 2016)Based on the results obtained during the validation activities with the real end beneficiaries (pilots), each partner will apply the necessary improvements to the chapter of the toolkit it has developed. The toolkit will finally be edited in digital format in an easy to use and attractive way, and will be ready for its dissemination and exploitation at European level.Phase 4: Dissemination (November 2016 - January 2017)Each partner will organise in its country a multiplier event in order to present the results of the project and train potential users (at least 60 youth workers) to the use of the toolkit. In addition, the partners will launch a dissemination campaign at European level in order to reach the Toolkit to, at least, 180 organisations working with young people from disadvantaged social groups.

In 2012, 124,5 million people (24,8 % of the population) in the EU-28 were at risk of poverty or social exclusion, compared with 24,3% in 2011 and 23,7% in 2008 (Eurostat newsrelease 184/2013 5.12.2013).Access to employment is regarded as the best way out of poverty and social exclusion. According to the report from the European Commission: “New skills and jobs in Europe: Pathways towards full employment” the current labour market is a reflexion of the link between unemployment and qualifications. In 2010, in Spain, over 25% of those with low education were unemployed compared to around 10% unemployment among those with high education (European Labour Force Survey database 12.3.2011). In this context, the Up-skilling Europe project aimed at improving the employability of adults at risk of social exclusion across Europe through a process of developing and updating skills. As such, six organisations from six European countries joined forces to develop, transfer and implement a set of innovative educational and training methods, tools, and materials based on the principles of Active Learning and tailored to the specific needs of adults at risk of social exclusion. The project was executed by a cross-sectoral partnership, involving local public authorities, adult education providers and social sector organisations; and structured in the following phases: PHASE 1: Development of innovative educational and training methods, tools and materialsThe educational and training methods, tools and materials were developed in the form of toolkits. Five toolkits were developed as follows to provide adults at risk of social exclusion with a set of basic and transversal skills which will improve their employability. 1. Toolkit for Social Entrepreneurship education. 2. Toolkit for ICT training.3. Toolkit for English teaching. 4. Toolkit for Lifelong Learning.5. Toolkit for Learning Mobility.The five toolkits include a set of innovative educational and training methods, tools and materials based on the principles of Active Learning and are tailored to the special needs of adults at risk of social exclusion. In order to foster the recognition of the toolkits’ learning outcomes at local, national and European level, the toolkits were developed within the European reference framework of the eight key competences for lifelong learning. Additionally, the partnership developed an innovative tool for the recognition and validation of the learning outcomes gained with these toolkits, the SkillPass. The SkillPass was developed and implemented following the same methodology applied by the European Commission for one of the most successful tools for the recognition of non-formal learning in Europe, the YouthPass. In addition to the SkillPass, other European tools for the recognition of learning outcomes, such as Europass Mobility, were implemented throughout the project. PHASE 2: Development of training skills A short-term joint staff training event was organised to develop among the project partners’ teachers and trainers the necessary training skills for the use of the toolkits. PHASE 3: Validation of the educational and training methods, tools and materials The toolkits were first, validated by the teachers and trainers from the project partners during the short-term joint staff training event. And second, by adults at risk of social exclusion in order to ensure they met the needs of the target group and delivered the desired learning outcomes. The second validation was carried out in three pilots located in Frattamaggiore (south Italy), Krakow (south Poland) and Alcalá de Guadaíra (south Spain). These locations correspond to the project partners targeting the biggest number of adults at risk of social exclusion. PHASE 4: Deployment of the educational and training methods, tools and materialsUsing the feedback from the validation activities, the project partners made the necessary adjustments on the toolkits prior to their final deployment. The toolkits are available in six European languages (English, Greek, Italian, Polish, Romanian and Spanish) on the project website (www.upskillingeurope.eu) for free use and re-purposing by any interested party as OER (Open Educational Resources). PHASE 5: Dissemination and exploitation of the project resultsEach project partner organised a multiplier event in order to introduce to other organisations and individuals to the use of the toolkits. In addition to the multiplier events, the project partners also carried out a wide range of dissemination activities (publication of press releases, brochures, video, etc.) to ensure the widespread impact of the toolkits across Europe. The Up-skilling Europe project is a stepping stone towards a fully inclusive European society where every European citizen has access to high quality education and employment.