"The aim of in.education was to increase the educational participation of people with a disadvantaged educational background through developing and testing three different strategies. Three curricula were developed and tested with the participants.“IO 1 – The sensibilisation and education offer for persons close to educationally disadvantaged people”: The socioeconomic environment has an influence on the educational pathways of individuals, including on whether educationally disadvantaged people can be reached at all through traditional educational methods. An innovative outreach concept was therefore developed as part of the project. Members of exemplary social environments of the target group were identified and then participated in awareness raising and education offers. These were intended to activate the participants as new multipliers. They should then inform educationally disadvantaged people from their social environments about educational offers and formats and motivate them to participate. Addressed as new multipliers were individuals with a migration background, workers’ councils, volunteers in organisations or churches or councillors of e.g. long-term unemployed people with no specific knowledge of educational disadvantages. As implementing modes, workshops were tested in different designs or modern forms such as webinars. The experiences and results were summarised in a manual: ""Workshops for New Multipliers. Experimental and Experimental Investigations in Europe"". The entire outreach process was evaluated and published: ""New Strategies to Involve Educationally Disadvantaged People in Adult Education Activities"".“IO 2- Curriculum for the collection and validation of informally acquired educational competencies”: In this part of the project, the team focused on the individual level. It developed educational offers for educationally disadvantaged people with basic education problems. In these offers, the collection, description and validation of informally acquired competences was strictly implemented. Through this genuine resource-oriented approach, it was demonstrated that consistent empowerment directly causes educational participation. Approximately 70% of the participants in the educational offers developed in the project subsequently attended other educational programmes, reaching from the completion of compulsory education to the attendance of language or basic training courses to labour market-related educational programmes. Participants were: Single mothers of different ethnic origins and ages, physically and mentally disabled persons, individuals with no specific language skills in the education language of the respective country, young adults from structurally weak emigration regions largely without perspectives, etc. 44% of all participants were motivated to participate in these programmes through the sensibilised new multipliers of IO 1. Experiences and results were published in Manual 2: ""New Strategies to Involve Educationally Disadvantaged People in Adult Education Activities"". The evaluation was made available in the publication: ""(Re)engagement of disadvantaged learners with education through validating informally or non-formally acquired competences"".“IO 3- Trainings for adult education providers to increase their implementation skills as regards less educated people”: The core questions of the intellectual part of this project part was: Which competencies must an organisation develop in order to ensure the successful participation and quality of results for educationally disadvantaged people? Starting from the conditions of the implementation of the programmes in IO 1 and IO 2 and the results of a project-based background study (interviews with education managers in the UK, Ireland and Austria), trainings for employees of adult education institutions were developed and implemented. The content ranged from questions regarding the selection and inclusion processes, diversity-led interactions in the classroom, validation of competencies, recognition of deficits to aspects such as group composition and to questions of educating education staff. Country models, recommendations and conclusions are available in manual 3: ""Training for providers of adult education to increase their competence in the performance of offers, in which educationally disadvantaged people participate. Results and reflections"".The background study with the title ""Necessary prerequisites at the organisational level for (re) engaging disadvantaged learners in education."" was also published.The products contain information on the process, the content and the methodology. Recommendations were formulated and conclusions drawn and they provide insights into the accompanying scientific process. They are available for download on the websites of the partners, e.g. on www.isop.at/in.education."

Adult basic education (ABE) forms a vital part of adult education, allowing adults with gaps in their basic skills to improve in reading, writing, calculating as well as in using IT in professional and everyday life. Moreover, ABE is helping migrants who have received only a rudimentary education prior to their move to acquire good skills in the use of the language of the receiving country Adult basic education isn't organised equally across Europe, reflecting different historical pathways, institutional environments and policies. Educators in adult basic education have entered the field based on a diverse set of educational backgrounds and experiences. Programmes preparing educators to teach adult basic education courses vary grossly between countries. In many European countries, teaching in adult basic education is not regulated as a profession and the principles of practice are characterised only in a rather vague way in policy documents and funding guidelines. Competences crucial for successfully helping adults to acquire basic skills are typically not described in a systematic manner. While it is well documented that educators in adult basic education capitalise on informal workplace learning induced when tailoring their provision to the diverse needs of their clients, there is no recognised approach to display the wealth of practical knowledge applied for ‘making learning happen’ in adult basic education. Prior learning of educators in ABE is, as a consequence, also not recognised and certified, putting practitioners at a disadvantage in their professional careers. Educators in adult basic education face a lack of opportunity for exchanges with practitioners working in other European countries. Currently, there is a lack of frameworks allowing for comparing the qualifications achieved and making visible the specific competences of educators in adult basic education. This limits the opportunities for gaining recognition for acquired competences when moving from one country to another, the mobility of educators in adult basic education is thereby clearly limited also. The project aims to contribute to the professionalism and professionalisation of adult basic educators in Europe by developing new approaches to make visible and systematise the specific skills and competences applied in adult basic education.The project’s key goals include- Support professionalisation of adult basic educators In Europe by exploring approaches to adult basic education in selected in European countries and developing a competence based training (curriculum, methodology, design and materials) for adult basic educators, spelling out educatos ability to help learners to overcome specific learning barriers- Enrich the visibility and systematisation of competences of adult basic eduators by developing a competence matrix for competences used in delivering adult basic education, applying proven approaches (VQTS) in the field.- Support the development of a European profile of asuld absic education by establishing a network of adult basic educators in Europe.The project comprises of three intellectual outputs (IO). IO1: Development of a competence matrix and IO2: Development of a competence-based curriculum for adult basic educators and IO3: a methodological handbook for a training for adult educators on how to help learners to overcome specific learning barriers, anchored in the competence matrix developed.Project outcomes aim at supporting professionalism of educators in the field and support the shaping of a distinct profile of adult basic educators in Europe. It will support adult basic educators to make explicit their specific competences and identify areas for further professional learning. It will expand the opportunities of organisations active in adult basic education to support the professional development of their trainers. By putting emphasis on the questions of how educators effectively help learners to overcome their barriers in their learning, the project gains the potential of improving the quality of provision of ABE courses across Europe, thereby supporting the achievement of the ET2020 goals to reduce the number of low skilled adults in Europe.

"The project ""School INCLUDING democratic changes - promoting self-determination, attitude and responsibility in a societal context"" took a closer look at democratic processes in schools in four countries and provided space for an intensive and in-depth exchange of experiences. We jointly explored what challenges schools have to face to live and promote democratic behaviour actively.Democracy education is a transversal issue in many schools today. Active democracy means participating in social and political opinion-forming processes. The ability to represent and negotiate one's interests, accept other opinions, and find fair solutions to possible conflicts is a prerequisite. This topic also has an essential transnational dimension: at the European level, intercultural aspects also play a role or images of self and others in the respective countries.Educating young people in preparation for life in a democratic society that guarantees fundamental and human rights is an essential task of the school. Democracy is realised in the actions of the individual as well as in living together. The school is in close contact with the evolving society. Shaping, learning and practising in working and living together in everyday school life is an overriding mission at the school as a place of learning. Given the worldwide rise of populism, racism and exclusion, it is even more critical today that schools offer children and young people a protected environment in which all questions can be asked, opinions expressed, and discussions held openly. Only by participating in cultural, social and political life, a person can develop in a self-confident and healthy way. Therefore, the mandate for Democracy education is embedded in the process of democratic school development.The project aimed to develop, test, evaluate jointly, and record tools for communication, cooperation, and didactic implementation in a structured exchange of experience and practice. In the context of school development, the following challenges arise:-Facing change and developing school practice,-understanding democratic school development as a process of innovation,-Enabling experiences of self-efficacy,-initiating and organising age-appropriate situations and educational processes,-taking into account the heterogeneity of learners.We collected tools and processes to promote democratic interaction and searched for a common answer to the challenges of democratic school development. Since there are already numerous methods and tools for democracy education with defined focal points and target groups, we want to meet the mandate for democracy education by embedding it in democratic school development."