<< Objectives >>The LAMMATIS project aims to promote the inclusion of migrants and ensure the recognition of their cultural diversity within the three partner countries. The recognition of language skills is essential for the autonomy, equal opportunities and quality of life of migrants, by professionals, social workers and more broadly the host societies concerned.<< Implementation >>1 Setting up a local network and running a local technical committee2 Preparation of student mobility and implementation of mobility3 Preparation of the study, action research tools, data processing, analysis and conclusion4 Dissemination and communication<< Results >>1-Tools for collecting objective data around the consideration of mother tongues 2-Synthesis of the existing communication strategies of the professionals and agents of the territory towards the migrants.3-Executive report of results (study report?) from the questionnaires made in the 4 territories 4-Student training - A teaching unit and 5 study synthesis notes produced by the students to be defended before a jury as part of the final certification.

Putting the “unheard gender” in spotlight Over the years the EU Parliament and the Commission are determined to advance and promote equal and inclusive societies where equal rights for women and men, girls and boys, as well as the same visibility, empowerment, responsibility and participation is being reality. The Erasmus+ Partnership Putting the “unheard gender” in spotlight fits in that framework. Over the last decade’s adult education institutions were building gender knowledge and practical skills. Nevertheless, a critical review shows, that •the assumption that gender is not any more an issue in adult education is both erroneous and dangerous; •gender equality policies have been contextualised mainly as a women’s issue;•despite increasing attention to fathers in adult education practice and research, men – specially from underprivileged situations- are still largely the unheard gender;•it is indispensable to break the stereotypical understandings and to raise awareness of the different needs of boys and men;•the issue of men is essential for both gender equality policy and an inclusive and collaborative cultureDaily practice, regular monitoring and different researches on gender issues show a significant lack: currently men are under-represented in all forms of learning (that are not directly connected with their work) and fewer men than women get involved in or benefit from the social projects, no matter what their age, ethnicities or social backgrounds is. Although evidence has shown that there are subsisting barriers across all male groups, some groups of men appear to be even harder to reach than others. The evidence suggests that young men appear to be the hardest group to reach, followed by men from minority and/or ethnic backgrounds. The reluctance of men to engage with educational and other services is due to the presence of a cluster of identifiable factors ranging from language and cultural barriers to the susceptibility of peer influence. Within that cluster the gender biases are gaining an outstanding importance. Gender stereotypes have not changed that much during the past decades and gender still constitutes one of the basic categories to evaluate themselves as learners and as performers of roles as fathers, professionals, citizens, political leaders, and so on. However, both women and men are victims of stereotypes restricting their full capabilities. In the process of adult learning, either it occurs in formal or non-formal institutionalized contexts, there is still not enough presence of gender questions and reflections on gender and education in order to minimize the potential of any gender biases. In that context it is important to raise the question of reinforcing and reimagine men as a “target group” for educational, health and other social programs with the aim to overcome the barriers standing in their way to ensure effective engagement of men. The overall goal of the Erasmus+ Partnership is to promote an innovation process that allows all implementing partners to develop and reinforce gender equality in their training and services arrangements as well as increase their capacity to reach male beneficiaries on a sustained basis, to expand the performance of their training and services arrangements and to ensure advocated the long-term goals. The Erasmus+ Partnership sets up an effective framework for exchange of good practices, compromised to gender sensitiveness, and knowledge transfer concerning the stereotypical and extremely polarised views of masculinity and femininity, mainstream competences, well-equilibrated approach of non-toxic masculinity as well as gender fluidity, and inclusive teaching of heterogeneous groups. Different project activities, on local level of each implementing partner as well as on partnership level, are aimed to initiate capacity-building and network-building activities at three stages:•Awareness of the need to be committed to include men-specific perspectives in gender issues as something unique and healthy and to bring benefits of gender equality to all individuals and members of communities and societies;•Knowledge of the good practices that allows to transfer appropriate and impactful activities/campaigns concerned about gender equality; •Skills in the practical use of the tools and guidelines that should be used in each partner organisation in order to plan, implement and monitor gender sensitiveness across their training and services arrangements. Highly experienced and committed professionals from Germany, Greece, Italy, Poland, Portugal, Romania, Spain and Turkey will work for a period of 18 months. An important focus will be identifying and sharing good practices. Using mainly internet based platforms, they will organise fluid exchange of professional experiences and know how. Three partner (Germany, Portugal and Italy) will prepare short-term learning activities for staff members.

Well-treatment is at the heart of everyday life for people with disabilities but also at the practices of social work professionals and their initial and continuous training. Even though, Medias, professionals’ magazines and institutions often talk about this subject, it needs an in-depth study, by country, based upon recommendations, legal framework, national and international texts and tools. This can allow its implementation and a change of practices and positioning. In everyday life, the actors (accompanied people, professionals and students) are not always able to identify what really this notion of well-treatment involves.As partnerships for students and professionals’ training, the home for adults with cerebral palsy “La Baraudelle” located in Attigny, France and the regional institute for social work of Champagne-Ardenne “IRTS CA” located in Reims, France, shared this analysis and wished to work together for a better comprehension of this notion.A compared European approach was more obvious and represents a real opportunity to make those 3 actors work together. Their involvement was essential because in daily life, each of them experiments the well-treatment and so had an expert assessment.Discovering other functioning and realities can allow to question or re-question about our expectations, knowledge and practices and develop them. All of this, with a transnational approach allowing reinforcing our European identity.The aims were:-to share European’s analysis concerning well-treatment;-to identity the implementation of professionals’’ practices;-to identify possible development of practices and positioning;-to realise a book of good practices and recommendations;-to reinforce the knowledge about Europe and the feeling of European citizenship.In the 3 countries involved in the project (Portugal, France and Slovenia) a team composed of a specialised institution and social work school was formed to allow a real commitment between the 3 actors mentioned before. The main goal was to put people with disabilities in a central place. We wanted to work with them and not “for” them or to speak instead of them. So, the 6 institutions were a part of the project:-the home for adults with cerebral palsy “La Baraudelle” located in Attigny, France and the regional institute for social work of Champagne-Ardenne “IRTS CA” located in Reims, France;-the integrated centre for the support of disabled people “CIAD” and the superior institute in social work of Porto “ISSSP”, located in Porto, Portugal;-the university of social work “Univerza v Ljubljana” and the NGO “ALTRA” (community mental health services and programs for adults), located in Ljubljana, Slovenia.Each working work, for each country, 2 people with disabilities (intellectual and/or motor disabilities), 3 professionals (one of whom for the special needs of people with disabilities), 2 students and the leaders of each institutions were a part of the different work, which represent 27 people in total.The number of participants in these 3 categories, for the host country, increased during the working week, to finally get more than 150 people. The financial support by the Regional Council allows including 8 more people for the French team during the two trips to Europe.During the transnational meeting, we came up with a common architecture of the project. The different topics and also the aims of each week had been defined.The activities took place during 4 weeks in our 3 countries (2 of them in France) through training sequences, workshops, discovery of the different institutions, academic conferences, meetings with politics and cultural discovery.The results and impacts of the project for the participants are numerous:-meetings, previously unseen involvement and work between the 3 categories of actors (especially the active participation of people with disabilities);-European comparative look about well-treatment: laws, references, practices;-development of communicative and linguistic skills;-better knowledge of Europe: its countries and cultures;-creation and/or strengthening a network of partners;-adaptation of training content;-transfer of good practices;-positioning as European actors.The initial aims were achieved and even exceeded our expectations and also the values of social work were reaffirmed and translated into new commitments on a daily basis.The realisation of a “book” proposing an European comparative look will end this 36 months’ project but not the collaboration implemented by the different institutions involved.

Context/background of the projectSocial workers have an important role as professional partners of disadvantaged, aging, and health-challenged people who are at risk of not having a strong enough voice and position as citizens in society. Envisioning democratic caring practices for such social service users is an important part of the future development of social and health policies and services (Tronto, 2013).However, in the field of social work (and health services) we are still dealing with traditional, paternalistic approaches which do not view service users as equal citizens in decision-making processes and as experts when it comes to their own life (Glumbíková et al, 2019; Synek 2018) and maintain barriers between the social and health care professions. Though many countries have incorporated involvement of service users into their legislation and various practices have been in place (Ní Shé, 2019), service user participation remains to be an issue in social (and health) services, education and research. Service users are not sufficiently involved in contributing to the knowledge and practice of social work (Beresford & Croft, 2001). The skill gaps among the social and health care professionals require increasing use of reflexivity (Fook, White & Gardner, 2006).Contrary to recent research and professional awareness, most educational and professional support programmes fail to take specific measures to teach and promote reflexivity (Finley, 2008) and the involvement of service users. Such an approach is not part of the curriculum in most countries and is “in its infancy” in others (Stevens & Tanner, 2006, p. 371).Objectives of the projectThis project aims to bridge skill gaps and develop capacity in participatory and inclusive approaches and collaborative reflexive skills among social and health work students and teachers by developing new learning and teaching tools. The transnational approach is necessary because of the different histories and social-political backgrounds (Lorenz, Havrdova & Matousek, ed. 2020) so that the innovative tools for capacity building in the social and health intersections must be critically assessed in a transnational context.Number and profile of participantsFive European universities are partners in the project:•UNIVERZITA KARLOVA (Czech Republic)•UNIVERSITEIT GENT (Belgium)•HELSINGIN YLIOPISTO (Finland)•UNIVERSITY COLLEGE DUBLIN (Ireland)•Cooperativa de Ensino Superior de Serviço Social (Portugal)Description of activitiesThe project is divided into five work packages, each leading to one intellectual output: 1.The analysis of the journal contents and examples of good practice / case studies in the professional interfaces in each partner's country that are based on the reflexivity and participatory approaches.2.The methodology designed to develop competences in participative reflexive decision making which will take in consideration various stakeholders, including people with severe disabilities, service providers, and community agencies across the different cultural backgrounds.3.The methodology designed to develop competences in participative reflexive decision making which bridge the social work and the healthcare fields, social policy, and discursive research barriers .4.The Practice guide developed to support the collaborative reflexivity and participative decision making in the social work and healthcare students.5.The Curriculum developed for an elective course on collaborative reflexivity and participative decision-making competences in social work.Methodology to be used in carrying out the projectTransformational international collaborative learning and outcome-based project learning in real-life situations will be used.Short description of the results and impact envisagedThe main outputs of the project will be the Practice guide and Curriculum of an election course in a modular form. The modules will be available for different learning programmes including self-directed learning. The learning tools will address many different stakeholders in the professional interfaces in the health and social sector, including service users, community leaders, and policymakers.Potential longer-term benefitsThe establishment of the project website and the creation of a new network of stakeholders will continue beyond the project duration. Univerzita Karlova will keep the website updated with the help of a newly established network of stakeholders. Due to the changes in the population aging, demographics, funding pressures, continuous restructuring and increasing demands, we anticipate the interest in human reflexive approaches in this area will continue to grow in subsequent years.