The project Lingua+ goes straight into the heart of the urgent matter of immigrant integration in Europe. A basic knowledge of the host -country language is a crucial factor in determining integration success across Europe, including Iceland as a relatively new destination for immigrants. Our experience tells us that existing methodologies and learning scenarios designed for adult immigrant learners lack a holistic approach. To support this view please see as en exemple the latest research curried out in Iceland regarding host language teaching for adult migrants: https://www.unak.is/english/news/60-of-immigrants-dissatisfied-with-quality-of-icelandic-instruction Lingua+ brings innovation into the linguistic integration of immigrants by offering tools to language teachers through state of the art methodologies and practices embedded into socio-cultural interplay. The acquisition of means to express the learner’s own diverse identity through the process of adaption to a new cultural environment are essential components of the Lingua+ approach. Lingua+ addresses target groups on two levels: •Adult educators (teachers, trainers, volunteers) as a primary group needing innovative teaching/training tools and pedagogic resources to facilitate integration of migrants through effective, holistic language teaching; and •Migrants themselves as main target and reference group for testing out and valuating project outcomes.During the project, the following outputs were delivered:• Repository of innovations in teaching host country language to migrants and refugees http://linguaplusproject.eu/repository.html#O1 • Study on existing practices for social inclusion of migrants and refugees and empathy enhancement in adult interactions http://linguaplusproject.eu/practices-on-social-inclusion.html • Lingua+ Handbook for language teachers, trainers, volunteers available in 5 languages: English, Czech, Greek, Icelandic and Italian http://linguaplusproject.eu/handbook-.html • Lingua+ Learning Paths Multimedia presentation available in 5 languages: English, Czech, Greek, Icelandic and Italian http://linguaplusproject.eu/learning-paths.html • Lingua+ Teacher Training Course Guide and MOOC http://linguaplusproject.eu/ttcg-and-mooc.html available also on EPALE https://epale.ec.europa.eu/en/blog/lingua-coming-final-stage-implementation • Platform http://linguaplusproject.eu/index.html#home• Lingua+ Mobile App http://linguaplusproject.eu/mob-app.html A series of workshops in partner countries were held in the second half of 2018 with the aim to test Lingua+ tools for host-country language teaching. More than 10 language teachers and adult educators were directly involved in designing and piloting 15 Innovative Lingua+ Learning Paths. In total 134 migrant learners participated in piloting workshops of Lingua Learning Path. Feedback from teachers and short videos from piloting sessions are available on YouToub Lingua+ channel. Working versions of the main tools were handed to the educators and trainers for further practical testing. Feedback, advices, recommendations and other insight is a priceless added value and it was taken into account for adjusting the outputs according to the migrants' needs. Lingua+ objectives were:•Developing and implementing innovative, language learning programs for adult migrants, refugees, asylum seekers in line with their needs of cross–cultural adaptation and orientation particularly addressing illiterate learners; learner- cantered; based on plurilingual education and linguistic diversity and using participatory approach and ICT.•Enhancing the professional competence of language trainers, educators and volunteers by supplying didactic tools and hands-on experiences in holistic migrant language teaching.•Increasing capacity and professionalism of participating institutions to work at international level by increasing quality in the preparation, implementation, monitoring and follow- up of international projects.Project training activities started with the short stuff – training in Florence 2018 and brought together 10 participants including adult educators and practitioners as well as group of three experts within the field of immigrant education offering valuable input to the success of Lingua+ development of innovative tools. Series of multiplier events took place in Cyprus, Italy, Czech Republic and UK. Participants in the workshops came from different types of organizations, including migrant organizations, community volunteering initiatives, Councils integration offices, colleges and universities. They were volunteers, social workers, language teachers, and private individuals with an interest in languages and welcoming society. In total 193 participants shearing a valuable feedback after each event by use of on-line self-evaluation questionnaires. Throughout the duration of the project over 4,000 individuals were approached by the project partners via various tools of comuncation (Facebook, YouToub, MailChimp, emails, conferencies, meetings). As regards to conferences partnership presented Lingua+ to the Association of Teachers of Czech as a Foreign Language and published article in proceedings (Prague, 02/2018, at the ATTEE Winter Conference (Utrecht, 02/2018) and publishing three articles in EPALE (05/2018, 05/2020). More than that, project involved EPALE unit at Erasmus National Agency in Italy to launch a call for paper on the issue of Language Learning with a Socially inclusive approach. Articles will be published on a special number of the EPALE Journal on Adult Learning and Continous Education (http://www.erasmusplus.it/adulti/epale-journal/). Lingua+ Facebook page during the lifetime of the project was followed by over 350 individuals from more than 30 countries. Three Lingua Newsletters reached over 500 mailboxes in total.Facilitating development of growth mind-set for adult educators by developing and implementing innovative education tools is seen as longer-term benefit. Moreover, project outputs will increase quality of educational programs tailored for adult migrants to facilitate social-cultural adaption and wellbeing of this particular group in situations of higher risk of social exclusion and lower civic engagement. Benefits for migrant learners in long will bring more enjoyment of intercultural dialogue, creativity and, increased participation in the community as well as increased personal network at local and European level.Education authorities acquired example of practices to mention for advocacy and reforms, and obtained a set of didactic tools to support teachers working with migrant/refuge. Lingua promoted linguistic diversity and its value as enhancer of more effective, responsive and diverse education and societies. Overall, successful dissemination activities increased openness toward social inclusion, intercultural understanding, communication, creativity and empathy.

"e-ARTinED is about learning curricular school subjects with cultural expressions. Teachers, artists and pupils in pilot schools have been involved in the project.We have performed:- systematization of materials of the research in each partner country- piloting in schools- staff training- didactic set created in three subjects: ""Social inclusion through the arts"", ""Exploring nature through the arts"" and ""New Media Arts""- online training program for teachers and artists: webinar sessions about learning curricular subjects in school with music, dance, visual arts, literature and new media arts. The course included one week introduction + three weeks course per subject, total 15 weeks, see http://e-artined.eu/o5-online-course-.html- final conference in Edsbyn, Sweden, see http://www.viksjoforsbaletten.se/ In e-ARTinED we were five partners: Viksjöforsbaletten, Sweden. A voluntary freetime organisation.The Mosaic Art And Sound Ltd., UK. A private company in London.The Fondazione Nazionale Carlo Collodi, Italy. A non profit organization.International Yehudi Menuhin Foundation, Belgium. A non-profit association.Technical University of Crete, Greece. A centre of research, development and teaching.The project has been greatly appreciated by teachers, artists and pupils who have been involved into piloting activities and by target groups reached through dissemination. The piloting in Sweden ended with a public Grand Final in June 2016. The short-staff training event held in the forest of the Ardennes expanded to become a great local event with the participation of about a hundred attendees, mainly children, who enjoyed the activities prepared by the workshop leaders of the various arts: dance, music, visual arts, literature and new media arts. Overall, more than expected at application stage has been delivered.The partners completed the research phase, the enlargement and systematization of materials and a vast piloting experience. The partners produced repository and reports accordingly. An extra domain area, in addition to the ones indicated in the application, was added at the start of the project in cooperation with Internetstiftelsen (webbstjärnan): http://artinedviksjofors.se/e-artined/. (+ http://e-artined.eu/ and http://eartined.coursevo.com/ and www.viksjoforsbaletten.se)The partners have developed extensive piloting with students and teachers, see https://artinedviksjofors.se/e-artined/achievements/2-educational-programme/The partners have been adapting materials for the Online Training programme, have designed its structure and contents and performed the course for teachers and artists, see http://eartined.coursevo.com/ The partners held the International Conference in Sweden August 16th-17th, 2018 where good examples of our project were shared.Dissemination has been constant and reached quality results (radio, newspaper articles, webbs and social media). Monitoring and evaluation activities have accompanied the whole process.http://eartined.coursevo.com/ is our commonly created platform that will continue for further educational actions in upcoming projects MUSILIB and rhythm4inclusion.The longer term benefit is continuation of exchanges in the network, pedagogical work with international input and also follow up exchanges and strengthening of partnership within Erasmus+ - all for the good develpment of learning in isolated countryside and in urban city areas in cooperation."

Medice project ´´ Migrant Women as Healthcare Mentors´´ is a joint effort at European level between UK, Cyprus, Iceland, Czech Republic and Poland to supports migrant women by providing to them innovative tools to obtain the equality and participation. Furthermore, to foster an open mind-set of adult and language educators, health practitioners, social workers and volunteers by offering tools based on needs of migrants. Migrants across Europe have less control over their health particularly because they lack the skills to easily access health information. Researchers predict that the numbers of migrants will keep growing, especially because of climate changes. We are faced with a European challenge that needs European cooperation to address the growing needs of migrants. Health is one of the most essential aspect of migrants´ everyday life and closely interrelated with education and employment. All three aspects should be taken into account when fostering successful integration. According to the Report “Promoting the health of refugees and migrants” (WHO, 2017) women, children including unaccompanied minors, and people with disabilities – are particularly vulnerable to health problems. Health literacy is an important determinant of health. Strong health literacy enables migrants to develop the skills and confidence to make informed decisions about their health and the health of their families. Main objectives of the project was to support the social inclusion and integration of migrants, raise awareness of the healthcare and educational needs of this disadvantaged group and disseminate widely the idea of the project and its results at national and European level. Actions were taken towards two target groups. On one hand, to develop high quality learning opportunities tailored to the needs of migrant women and train them to act as healthcare mentors within their communities. On the other hand, to support adult and language educators by extending and developing their competences through the effective use of ICT. All tools developed promotes also communication between healthcare providers and migrants as service users. Two main target groups, namely migrant women and host country language teachers were directly involved throughout the project life-cycle. Over 237 participants together took part in short-term training in Lodz, Poland, piloting workshops, multiplier events in October 2020 and reference groups participating actively by contributing with their knowledge and feedback. Healthcare providers validated the healthcare subjects, words and phrases included in outputs. Migrant women sheared their feedback on the healthcare areas selected, the content and the visual elements of the material. Got involved in the translations and testing of Medice Multimedia Mentoring Guide. Language educators provided their feedback on the visual elements and the graphic design of the material ensuring that it will be attractive, engaging to learning and easy to use both by teachers and learners. Language educators also participated at the training on February 2020, Lodz, Poland. Adult educators were involved in the creation the guide of the providing their feedback about the content and the media used for its production. More than 19 associated partners were involved to contribute to the implementation of project objectives and tasks, dissemination and sustainability. Over 250 individuals were directly approached via various dissemination activities. Short term training for language educators brought 11 participants from 5 countries. Reference group for project outputs consisted of 22 migrants and health professionals together. Online and F2F multiplier event workshops took place in 5 partner countries and brought together 228 participants, including policy makers and academics. Medice intellectual outputs present the most relevant tangible products developed during the project life. First four outputs provide educational tools:- in five partner languages English, Greek, Icelandic, Polish and Czech- with key terminology in Afrikaans, Arabic, Armenian, French, German, Lithuanian, Russian, Thai, Ukrainian, and Vietnamese and audio-video files in partner languages. Healthcare system e-map of Iceland, Cyprus, Czech Republic, Poland and the UKDescription of health care system in each partner country under 8 categories including key terminology and links to obtain additional information of particular issue. E-glossary Language tool with 11 categories to facilitate migrant women in their learning of the host country language in relation to health issues. Data base provides over 500 words in easy, fast and user-friendly content. This output includes also a guide on the specificity of each 10 migrant languages as well as a mini guide to help users to navigate through the tool in the best possible way. Women Healthcare Multi-language Package Comprises 7 categories covering areas of women's health, diseases and lifestyle. Each category contains the phraseology required by the circumstance, from describing symptoms to the request of explanations of medical procedures and treatments and marked with 80 key words in partners´ languages and translated into 10 migrant languages along with audio pronunciation in partner languages and video- face expression to provide important contextual information when learning host country language. Infant and Child Healthcare Multi-language PackageProvides a set of expressions, multi-word lexical units, and typical sentences related to the children's healthcare issues under 5 categories. Contains the phraseology required by the circumstance, from describing symptoms to the request of explanations of medical procedures and treatments and marked with 52 key words in 5 partner languages and translated into 10 migrant languages along with audio pronunciation in partner languages and video- face expression to provide important contextual information when learning host country language. Multimedia Mentoring GuideThe Guide presents a series of modules for training migrant women to act as healthcare mentors within their communities. The innovative mentoring guide serves both as educational material to improve health literacy and as language aid for migrant women with low literacy. Units 1 consists of specific modules how to use the project outputs for face to face/blended teaching and for self-learning purposes, but also on how to empower migrant women in becoming informed and conscious users of healthcare system of the their host countries. Unite 2 consists of introduction and four modules with training designed for migrant women on mentoring and couching skills; on how to inspire their peers in believing in themselves and boost their self-esteem, confidence and psychological resilience; on skills to address anxiety and stress and share stress management techniques with their peers; and on practical advices on how they can support as mentors migrant women victims of violence. The Guide contains audio-visual and video materials, self-assessment tools and useful links and has been translated in 5 partners’ languages. Partnership used face –to-face approach, easy language, pictures, charts and developed 2-3 creative exercises in each module. Mobile AppThe project provides a Mobile App that has been designed to run on a mobile device such as a phone or a tablet. All the essential products created in the project previous stages are available on Medice App. The project online platform systematically catalogues 4 multimedia resources in 15 languages, the ‘Healthcare system e-map of Iceland, Cyprus, Czech Republic, Poland and the UK', the 'e-Glossary', the 'Women Healthcare Multilanguage Package', the Infant and Child Healthcare Multi language Package’ and 1 resource in 5 languages, the 'Migrant Women Mentoring Guide'. Empowering migrants to help themselves by providing efficient tools to obtain their rights benefits not only to the migrants´ wellbeing but also to society as a whole.

A consortium of six partners mainly from adult and higher education from Czech Republic, Denmark, Germany, Poland, Spain and UK was established. The over-all aim of the project was to establish training on violence prevention and de-escalation in pre- and primary school settings on a regular basis by developing the social and civic competences in children at an early age. In doing so the project focused on a new angle of violence prevention. The outcomes of the project are based on the assumption that through the development of strong social competences all children become “stronger”. The teachers follow a regular course of activities provided by the project in form of a collection of activities and use arising situations as learning source so that a long-lasting effect on the children is reached. The need for the project stems from the fact that usual violence prevention training starts much later in life – if at all – usually in secondary school. In addition it should also be the task of teachers/educators to develop social competences among children, as violence occurs where children come together. Peer attacks are seen as natural to a certain extent. Although there is a certain degree of natural aggressiveness among (small) children – they still have to learn how to handle it. In real life not only parents but also educators and teachers are often not sure how to deal with such behaviour, do not know what can be considered to be “normal” behaviour yet and what needs special consideration and how to detect bullying. In addition, the development of social competences is a process and cannot be learned in a short course. All planned project phases have been carried out according to plan and all three Intellectual Outputs have been developed, tested and finalized. The project phases included a pre-test, its evaluation, the development, the main-test, its evaluation and the finalizing of materials.In the Pre-Test from March – June 2015 testing took place in six preschools and 13 primary schools. In addition, a class of mentally disabled children were involved in Denmark. Altogether, 26 teachers and up to 400 children were involved in the Pre-test. The main test was carried out from October 2015 till May 2016 and 13 preschools with 28 teachers and 19 primary schools with 84 teachers were reached. Also each partner established a Regional Steering Group (RSG) to involve practitioners and experts right from the start. Meetings took place three times during the project. Five transnational project meetings have been carried out according to plan and the last partner meeting in Lodz, Poland, was combined with a conference “Strong children shape the future”. The conference was held at Społeczna Akademia Nauk in Łódź, Poland, on 27th June 2016, with more than 50 participants from educational background, mainly teachers and future teachers. After opening introduction of the project Stronger Children and an introduction of the situation of child bullying in the partner countries, the participants could choose from 4 different workshops, held by some of partners or other experts from Akademia. Further a range of Dissemination activities have been carried out, including a TV report “Jak se bránit šikaně” about project SCH in Sama Doma, ČT1, in the Czech public TV in October 2015. The project has also seen the production of a range of promotional videos – either for Facebook, dissemination of partners and/or the Website. The project established a channel on YouTube as a repository of videos. Currently seven videos are uploaded with total of 547 views. (https://www.youtube.com/channel/UC9Jrv65zR7F5dpgAmv524Fw). A beneficial result was also achieved by the Czech partner. They reached an accreditation of the Collection of Activities by their Ministry of Education, Sport and Youth for the obligatory further education of teachers in preschools and primary schools. Please refer to www.strongerchildren.eu for the project outputs and visit us on Facebook www.facebook.com/strongerchildren

The goal of the project “Effective guidance for successful integration of foreign communities through language acquisition” (WHATtoDOif) is to help newly-arrived foreigners, migrants and refugees to get oriented in the host-country economic, education, social and other systems, thus preventing their social exclusion or heavy dependency on their ethnic community. In order to address this goal the project stipulates to deliver the following intellectual outputs:IO1: Migrants Info & Glossary Compass – based on research made at the first months of the project with members of foreign communities in partner countries. It will take a look at main life areas of foreigners (e.g. job market, schooling/education, visa, children care, health care, housing and realities, etc.). The Compass will contain results of this research, short description of each dimension and basic problematic situations that have been identified from research within each dimension, experienced by foreigners living in partner countries.IO2: Solutions map – on the basis of the identified most common problematic situations, basic “What To Do If” scenarios/appropriate solutions to each troublesome situation in each country will be defined. The collection of appropriate solutions will accompany the Compass and will be published online linking each problem to a relevant solution.IO3: WHATtoDOif Language Package – Each “appropriate solution” will be accompanied with a language learning unit containing basic phrases and terminology related to the issue. Each learning unit will be related around one issue defined in Output 1.IO4: WHATtoDOif Video tutorials – Video materials describing the Solutions map. Each video will be prepared in all partner languages as well as in all languages of selected migrant communities. These videos will be filmed in partner languages as well as in languages of selected migrant groups. The videos will accompany Output 2 (for some foreigners, it could be easier to listen to the instructions rather than to study the text, because of their weak literacy skills) and can also be used as part of IO3.IO5: WHATtoDOif Web Repository and Mobile application – This application connected to the web page of the project will contain all outcomes from IO1, IO2, IO3 and IO4 in an easy-to-use structure, where each troublesome issue (IO1) will be linked to appropriate solution (IO2), related learning unit (IO3) and video tutorial in a related language (IO4). The application will also be available on mobile phones, so the users will be able to work with it on a daily basis and use it at the moment they need to find a proper phrase or term.As a result of the project migrants will improve their knowledge on the thematic areas selected by the consortium regarding the local system in partners’ countries. In addition, migrants will be provided with useful glossary and video tutorials that will support their communication and interaction with local employees when explaining their needs, and therefore the project will have an impact on their language skills in the local language. Last but not least, migrants will be more confident on how to find solutions for specific problems they might face while trying to organise their life in a new country.The WHATtoDOif outcomes will also support language educators working with migrants by equipping them with new attractive methodologies and products. The existing language materials are often not adapted for migrants, the content is too complicated, grammar-oriented and does not provide motivation for learning. In this project, the materials will be directly related to problems migrants face in their interaction with local public authorities, and private institutions as well.The products that will be created by the project will be of valuable support for all those organisations working for/with migrants (NGOs, volunteers, migrants’ associations, etc.) as they will be equipped with a guide with useful information on how the local system is functioning in important areas for a migrant’s life. They will be able to use the guide to provide guidance to migrants and suggest it to them for download on their mobile phones as an application. All organisations delivering language lessons will be provided with a set of tools for language teaching purposes.Countries beyond the partnership will also benefit from the results because of the multilingual character of the outputs and the need of such resources due to similar challenges Europe-wide. WHATtoDOif is poised to have a long-lasting and far-reaching impact as a project bringing together different institutions, which actively contribute to migrant’s integration into the European society. Their close cooperation and partnership, as well as involvement of new stakeholders at national and European level, will result in creation of Europe-wide network of education providers sharing knowledge and best practices in intercultural research and integration training.