<< Background >>21st century challenges like digitalisation, migration, climate change and social cohesion are calling for the adoption of new approaches for learning and development. We need a paradigm change from top-down to bottom-up education, from subject- to competence-orientation, and holistic open learning approaches to empower learners to become active in meaningful and constructive learning spaces. We have to move from teacher- to learner-centred approaches, based on a comprehensive understanding of learning experience and a need to offer milieu specific solutions. This applies in particular to disadvantaged adult learners, since open learning has a much higher potential than formal education to bring them (back) into lifelong learning.“Open learning” has increasingly become an umbrella term for learning in a rather informal, competence-oriented way. It is considered an important approach to trigger innovation and 21st century skills.Open Learning and Development platforms, like incubators, social innovation hubs or other co-working spaces are the places in which innovative developments are created. Here, modern learning and development techniques like design thinking and other creativity techniques and methods are being applied.In these spaces, mostly people with academic backgrounds create innovative products and services that have a positive impact on society, foremost on disadvantaged and vulnerable groups.Only exceptionally, these disadvantaged groups are the innovators themselves and have access to these open learning spaces.However, exactly these groups would benefit most from open learning spaces, since they are not formal, output oriented and demand driven learning environments. They promote contextualised and collaborative learning and the acquisition of civic, entrepreneurial and also digital key competences. This is the starting point of the COOL project.<< Objectives >>The COOL project aims to create open learning spaces to disadvantaged learners to improve the access to lifelong and civic learning to provide a system of more appropriate learning modalities.COOL targets on the one hand disadvantaged learners in the European Adult Education sector and on the other hand trainers and other educational personnel who are involved in various kinds of educational activities and courses for disadvantaged learners.The COOL project aims to1.Empower disadvantaged groups to become social innovators bya.Activating themb.Develop key competences2.Create open spaces for learning and development for these target groups ina.Local incubators and collaboration hubsb.The virtual spacec.Open Mobility learning projects3.Create a methodology to facilitate open learning in three modalitiesa.Real life (F2F encounters)b.Digital spacec.On the road4.Train and qualify AE professionals to become “Learning and Development Facilitators” toa.Create and curate open learning spaces b.Plan and deliver Design thinking and Creativity Techniques in learning projectsc.Develop agile and creative project development and management competencesd.Facilitate Collaborative, design based learning and validate learning outcomes<< Implementation >>In the COOL project 6 partners from DE, IT, LT, SE, FR and ES will jointly work along 4 work-packages to develop its central outputs:1.Curating the COOL Exhibition2.Developing the COOL Facilitation Approach 3.Planning and Delivering the COOL Training and the CPD programme and 4.Creating the COOL Virtual Learning and Development Space1. For the COOL Exhibition, in the first project phase partners will collect good practice examples/projects of “Open Learning and Development Spaces” provided specifically for disadvantaged groups (such as migrants, NEETs) in a.Real Life (selected incubators and Co-working spaces) b.Virtual Open Learning Spaces (providing synchronous and collaborative digital learning opportunitiesc.Open Mobility Learning formats, which comprise mobility learning projects that offer Open Learning and Development Spaces for disadvantaged Adult Learners in mobilityThey will be collected and presented in an attractive exhibition format consisting of:●A narrative story about the open space example “case”●Its technical description (including facts and figures and procedural features)●Videocasts: Multimedia presentations of the outcomes / spin-offs and ●Video interviews with the founders, Professionals and final beneficiaries (i/a)2. The COOL Facilitation approach will be developed based on the approach of “Design-Based Collaborative Learning” which aims to enable AE Professionals to create open learning environments and to “Facilitate Open Learning”. The instruments used in this approach will be applied to plan and deliver open learning and development offers for disadvantaged groups.3. The COOL CPD (Continuing Professional Development) will be planned based on R3 (the facilitation approach) for the AE professionals. It is a qualification programme to become “Facilitators of Open Learning”, based on LEVEL5 and EQF taxonomies which support a professional validation and certification. 18 professional Learners will participate in the training which starts with a virtual phase, contains a 4 days Face-to-Face (F2F) training in Bordeaux and will be accomplished with concrete open learning projects over a period of 3 to 8 months for disadvantaged adult learners at the partners’ locations.A second learning activity is planned for 2 disadvantaged learners per partner who will join in a transnational design thinking workshop prior to the final conference in Palermo, which is planned with approximately 100 participants.Eventually, the project partners will jointly develop the COOL Virtual Learning and Development Space, which is based on a system of OER learning platforms and mobile apps. They will be combined with new project matching and funding platforms and piloted by the partners in their open learning projects.Eventually, partners will provide a help desk and offer asynchronous (FAQ, chat and forum functionality) and synchronous weekly counselling and exchange sessions, which will be recorded and uploaded as support resources.The COOL project will be extensively disseminated, to the European networks mainly via online channels, and locally via direct encounters within the partner networks of like minded institutions, NGOs and self-help organisations.The project will be internally and externally evaluated.<< Results >>COOL will produce four project results as central outputs:1.The COOL ExhibitionThe COOL Exhibition is a growing virtual, multimedia compendium. It curates good practice examples of existing open learning approaches and spaces on three levels:1.in real life hubs2.in virtual open learning spaces3.in mobile learning environmentsThe Exhibition contains materials, meaningfully clustered, which are●easy to use (free and easy to find)●appropriate for different AE contexts (which can be enlarged in future)●easy to connect to different competence-oriented tasks and assessments●user friendly since it is tagged along specific AE criteria2.The COOL Facilitation Approach The Facilitation approach is based on the concept of “Design Based Collaborative Learning”. This innovative approach is especially suitable for Learning and Development Professionals and for those persons who facilitate “open learning” with a focus on disadvantaged adult learners.The COOL Facilitation Approach is based on the methodology of Competence-Oriented Learning and Validation (COL&V) and contains the following planning and validation instruments, which will be contextualised by the partners.The COOL Facilitation Approach contains five tools for the AE professionals:●A Context Analysis pattern●A set of Competence Frameworks ●Specific Planning Patterns to facilitate Competence Oriented Learning and Validation●A Catalogue of suitable Informal Learning Patterns ●A Catalogue of suitable Assessment Methods3.The COOL CPD programmeIn the COOL CPD the “Learning and Development Professionals” are qualified as to how to create and design open learning spaces in the three modalities (real, online, mobile) and how to plan and deliver “Design Based Collaborative Learning”. It is structured around 3 phases:1.A Pre-course delivered in synchronous online sessions and via platform 2.A 5-days F2F course 3.A Follow-up Pilot phase in which 18 open learning projects will be planned and delivered by the participating AE professional for their target groups. The CPD will be delivered in blended learning modality and is accomplished by an EQF based competence validation.The CPD will make use of the design-based-collaborative learning approach using diverse digital communication and collaboration methods in combination with design thinking approaches.R4: The COOL Virtual Learning and Development SpaceThe COOL Virtual Learning and Development Space consists of a comprehensive platform system with a) an open learning space with offers for learning and facilitation, b) a matching platform for Learning and Development Professionals and their “clients” and local projects and c) a specific web-based interface connected to a mobile app for open learning in mobility.R4 also contains a virtual helpdesk with asynchronous (FAQ, chat and forum functionality) and synchronous weekly counselling and exchange sessions, which will be recorded and uploaded as support resources.

"Communication in the mother tongue"" is one of the European Union's key competences for lifelong learning. The migration crisis in Europe is bringing new students to schools, especially allophone children, who do not speak the language of their teachers. They are helpless in this situation due to a lack of training, translation and knowledge of migratory movements. This problem is of concern to municipalities that wish to develop reception policies adapted to these forms of migration, which are not comparable to previous ones (number of migrants, countries concerned, length of journeys, repeated tragedies, legislative and political tightening...). In this context, the link between mothers and their children in these migratory routes is an essential element in strengthening the chances of successful reception. The Migratory Musics project builds on this link, which is expressed notably through song, to innovate in the local reception policies implemented in Europe, in schools and in the city. This project was initiated by the Rocher de Palmer, a cultural establishment located in the priority districts of the City of Cenon and the Municipality of Bègles. In these two municipalities (among others), an action has been taken to promote the mother tongue of primary school pupils (6-10 years old) using songs, nursery rhymes and lullabies from their countries of origin. Teachers and artists have developed an educational programme involving children, their mothers, authors and musicians in order to rediscover childhood songs, an element of everyone's cultural heritage. This program is currently being implemented in about ten schools in the Bordeaux metropolitan area. Beyond the fundamental role played by Mothers in their children's learning processes, this experience reveals a set of skills developed by Mothers themselves, to be validated and valued in terms of social and professional integration. The Migratory Musics project was initiated to formalize this process, to develop it on a European scale by confronting it with different contexts. As the migration crisis is a European issue, the responses to be provided in terms of reception must necessarily be on this scale. The Migratory Musics project brings together partners from Brussels (BE), Bègles (FR) and Thessaloniki (GR): local authorities, schools, social integration professionals and cultural operators. In the 3 territories concerned, this project has a strong cross-sectoral dimension because the audiences impacted are migrant children and women (86 children - 24 migrant families) and teachers. Over a period of two years, the Migratory Musics project has enabled the experimentation of an educational system, designed with the pedagogical teams, based on ""know-how exchange"" workshops between mothers, children and professionals (from the education, cultural and social sectors). Innovative pedagogical tools have been developed (in 3 languages, English, French and Greek) to be distributed to teachers in Europe. They take the form of a disc book, podcasts and documentaries, a communication guide and a MOOC developed ""in vivo"" and presented in the form of educational and sound creations (broadcast by platforms, radios and web radios associated with the project). At the end of the project, teachers had methodologies and tools to better communicate and cooperate with allophone migrant mothers and children. These intellectual productions have been disseminated in 4 types of networks: - European education networks, proposed in particular by the EU and the Erasmus + programme - European cultural networks: LIKE, IETM, ENCC, ENCACT, Culture Action Europe, On The Move - networks of local authorities - European networks for active social inclusion on the integration of migrants in Europe 4 dissemination events were organized, in the 3 countries and one on radio waves, in order to strengthen the ownership of the project. 3 training sessions for the teachers involved have also been set up on the following themes: valuing the mother tongues of migrant children in socio-educational projects, cooperating with migrant mothers on the integration of their child and carrying out projects highlighting migrant children and their families. Evaluated by specialists in education (ESPE, teacher training) and transcultural mediation (MANA clinic, with Ecole des Femmes), the tools developed concerned more than 6,000 education professionals in the second year of the project and thus fostered the integration of families."

"The Social SELF-I Project, with the creation of a strategic partnership formed by ASPIC Lavoro (Italy), HdBA (Germany), INSUP (France), EOPPEP (Greece), carried out its activities in a 2-year period referring to central issues of European relevance, priorities in the countries of the beneficiaries involved, in relation to aspects assumed by the migration phenomenon in these years, still an urgent issue. The project is based on the evidence of numbers (more than one million asylum seekers arrived in Europe during the year of the beginning of the project), on the new training and qualification demands, and the need to appropriately equip professionals whose work has an impact on the inclusion processes. The latter is a central theme, in the individual, social and work aspects of specific target groups (refugees, asylum seekers and segments of the adult population experiencing career transitions in conditions of vulnerability and risk of exclusion, e.g. mental and health issues, low-skilled; it is crucial to develop the methodologies for identifying skills, guidance and personal and professional empowerment. The activities of the project made a contribution to the capacity of welcoming and inclusion the individuals identified above, sharing the best training, methodological and orientation practices, an intense training program, involving testimonials and invited experts of great personal and professional value, and developing ""recommendations and methodological indications"" stemmed from a common work and shared reflection on these issues. The methodological and operational inputs, knowledge and know-how, were aimed at professionals, operators, lecturers and researches involved in teaching and training career guidance practitioners, trainers and consultants, teachers of L2, project developers, belonging to training and employment organizations and agencies, extended also to national and local stakeholders, local associations, in order to increase the mastery of approaches, tools and new targeted qualification paths. The main activities consisted in 3 training events in a 4-day period (Bordeaux, Mannheim and Rome), with intense and continuous cooperation. The focus of the contents concerned three key themes: methodologies, tools and processes of guidance and career counseling as ways to support self-empowerment; the Identification of skills to define the personal, training and qualification profile, as well as to manage transitions and analyze skill and qualification gaps; the transversality and transferability of methodologies, practices and tools in individual practices, with respect to purposes, contexts, recipients. The recommendations, consistent with the issues of the project, highlight how the different methodologies (relating to the transparency of skills and qualifications; career counseling, orientation, psycho-social intervention approaches, etc.) require adaptations and to be “tailored” with respect to formal standards and requirements as well as more calibrated procedures in terms of timing and implementation methods. They also put emphasis on the importance of developing the transversal skills necessary for operators and professionals working in very diverse contexts. Particular emphasis was given to the helping relationship, the ability to build a relationship, the ""understanding of needs"" (each person is different, from the other, has his or her own particular history, skills and competences); ""active listening"", ""'empathy"", ""respect for diversity"", ""multicultural perspective and competence"", as well as being able to deal with cases of traumatic experiences and vulnerable situations, which may be associated with the target groups addressed. Beneficiaries of the activities were staff and members of the partner organizations with expertise and experience in different disciplinary fields and professional roles (university professors, experts from national public agencies, members of non-profit associations, professional psychologists and psychotherapists, guidance consultants and trainers, researchers in the economic and sociological field). Precious was the presence of staff, trainees, indirect participants, experts invited to the training sessions who contributed with testimonials and feedback to the extension of the impact of the project activities in heterogeneous local and national contexts. In each training event direct incoming beneficiary participants worked together with members of the hosting organisation, indirect participants, experts and stakeholders involved in the training activities. High commitment to disseminate contents and results to various audiences (reaching over 1500 people), also through training activities, seminars, conferences and workshops at different levels, testimony of an impact on partner organizations, on the personal and professional know-how of the participants as well as on the dimensions of training and work policies through the events."

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MOTIV-ACTION is a strategic partnership composed of 11 organizations from 9 countries (BE, BG, EL, ES, FR, IT, LV, PT, SWE) that aims at providing a comprehensive strategy for creating new career opportunities for unemployed adults through a strategy that aims at increasing the provision of digital guidance services. The MOTIV-ACTION consortium is composed by a European alliance of Adult Education Centers and Confederations, Employment Centers and Agencies, Career Guidance and Counselling operators, Public Authorities active in providing Employment services and national and international networks. MOTIV-ACTION will design, develop and test a methodological toolkit (that will be exploited in form of e-book, audiobook and skills for adult learners and in form of e-book and MOOC for adult educators/employment counsellors) that will support the uptake of a digital, open and multichanneling approach to career guidance, fostering the creation of a stronger dialogue between unemployed adults and career counselors/adult educators.Thanks to our approach, we will respond to the mentioned KA204 priorities by:- supporting unemployed adults - in particular those with low skills and qualifications - in finding new guidance and motivation pathways, built on an increase of their career management skills (IO1), thanks to the creation of a set of digital tools that will foster their self-awareness and understanding of what options they have for entering new learning or career opportunities.- extending the competences and tools of employment counsellors, career guidance and and adult education providers, providing them with new innovative digital solutions that could enrich the methods they use for providing support to unemployed adults in finding new learning and job opportunities. These objectives will be reached thanks to the following set of outputs, that will be realized and made available for free by all partners:IO1 - E-Coach Course and Skillset for Adult Learners and Guidance Operators - The IO1 will produce a set of didactic materials (in form of e-book, audio-book and MOOC) that will support both unemployed adults with low skills and qualifications and educators or guidance counselors in increasing the uptake of digital tools for providing guidance services. The output will also introduce a series of good practices and storytelling from all Europe, that will be included in the e-books and on the project websiteIO2 - Exploitation Guidelines for Users and Educators - This IO aims to validate the toolkit and the methodology created during IO1, thanks to two consistent pilot programs that will be conducted in all partners countries and the realization of two guidelines' documents (one for adult education center/employment agencies, the other for adult users) that will support the inclusion and exploitation of the project methodology in Europe. The Output will be implemented through a cross-fertilization and co-design process among partners from various European countries,that will represent an added value that will allow the spread of an e-guidance culture at European level.IO3- MOTIV-ACTION Strategic Action Plan - The final output will consist in the exploitation strategy, that will allow the creation of a handbook addressed both at policy-makers and provider level, with a series of recommendations that will address both national and European needs and favor the creation of National Alliances for the adoption of the MOTIV-ACTION methodology.