"Work Based Learning (""WBL"") enables vulnerable people to overcome a series of failures and exclusions by acquiring various key skills thanks the development of learning situations based on concrete action. The model stays acclaimed at European level because of its ability to enhance the employability of trainees and thus promote their reintegration both socially and professionally.Highly specialised technical skills are therefore necessary for the trainers, but are not sufficient, since the process of training requires simultaneous hard pedagogical skills. The objective of the 6 project partners was therefore to identify the needs in this area in order to develop new tools to support the training programmes. The aim was also to add an additional transversal dimension of promoting diversity in employment and to conclude this experience with a series of recommendations advocating the cause of ""WBL"", including an institutional dimension.Then the twenty and more trainers involved in the front line of the project have proceeded concretely on this way:> identify and exchange some training materials, > test them with trainees selected by each partner, > develop new materials based on the experiments carried out and informed opinions gathered during the organisation of workshops in the combined presence of more than one hundred WBL experts from 5 different countries, > develop common tools at the European level at the end of a week of training conducted in action, according to the major principle of ""WBL"",> develop some tools adapted to different more specific contexts, then potentially transposable into new ones on the basis of sheets evaluating and commenting on the process at each of its stages.The main themes revolved around :> evaluation of the trainees, > preparation for work placements,> fight against discrimination. On this basis, the partners propose a series of recommendations and working ideas intended for people working in the field and for people responsible for training administration and policy, emphasising the advantages and the innovative side of the teaching materials (grouped together in a toolbox) in order to continue the reflection on the different ways of organising the ""WBL"" and its challenges with a view to a wider dissemination of the model.All the results stay freely available on the project website (http://www.nt4s.eu/) and via the partners' portal."

Building trust, including people and exploring challenges within societies…by and trough art and culture. Sometimes, people underestimate the power of art and culture in the everyday life and how they could be used to facilitate the social and labour integration of excluded people. Art and culture can transform people’s lives, they offer opportunities in building stronger ties between groups and individuals. Use of cultural and artistic creative processes as a tool for social and labour inclusion is more than relevant specially in these actual times marked by COVID-19 and its consequences on health, social and economic life. Art and Culture for many years has been a strong link for a well-functioning democracy. Of the values nurtured by art and culture over the centuries, some of the most important to be noted are that societies tend to be more tolerant, well-functioning, open-minded and successful where individuals have the possibility to engage and participate in a range of cultural activities. The project aims to empower vulnerable adults and youngsters (trainees in formal, informal & non formal settings including women and migrants) using art and culture activities/processes. The project will combine three main areas, namely: social capital theory, global competence and art & culture. Social theory is concerned with trust, social ties, shared norms and relationships among people and communities.Global competence is the skills, values, and behaviours that prepare people to thrive in a more diverse, interconnected world based on 4 main domains: Investigate the world, Recognize perspectives, Communicate ideas and Take actions. Art & culture will be the mean to be used.The aim is linking social capital and global competence of trainees by establishing the support for trainers/facilitators which enable them to work with these trainees in formal, informal and non-formal training settings using art and culture techniques and processes. Trough art & culture, participants will investigate the world, recognize perspectives, communicate ideas and take actions. The CULTUR'ACT project will be implemented on basis of the following pedagogical principals:- Start and use the own experience of each participant: taking into account the individual and collective history of the participants attending the training, their daily life problems and difficulties are valuable elements to supports building training content and outputs.- Alternate group work and individual learning so that each participant can integrate new concepts at their own pace and allow them to develop their learning strategies.- Make the participant a real player in his training (an actor): autonomy and participation are part of the work priorities. Sharing life experiences allows each person to be valued but also facilitate the co-construction of common knowledge and the strengthening of social ties.- Develop knowledge, know-how but also interpersonal skills and appropriate behavioral skills. A focus on foster global competence will guide our activities.The main activities of CULTUR'ACT aims to:- EXCHANGE and TRANSFER experiences and good practice among trainers, adult and their communities- DEVELOP a methodology guide and resources for trainers to empower vulnerable adults and youngster using art and culture precesses- EMPOWER vulnerable adults and youngsters - IMPLEMENT local pilot projects with participants (both users and beneficiaries) - ENGAGE associated partners, key-stakeholders in training and cultural sectors and carry out dissemination and exploitation actions