"NEw TOOls for Learning in Adult age - NEver TOO LAte is a 27-month project (October 2019-December 2021). The project is developed in 6 European countries: IT-GR-ES-PT-A-D. These are Countries affected by: general progressive impoverishment due to economic-socio-cultural crises occurred over time; political issues related to the lack of measures in favor of processes of integration and inclusion of people in marginal or deprived conditions; high unemployment rate mostly affecting young people, women and people poorly or at all qualified; incoming strong migration flows from countries afflicted by poverty and conflict.The priority addressed is social inclusion. In particular, the project aims to:a) develop tools to encourage young people and adults with poor or no schooling, EU and non-EU citizens, to improve and/or develop their functional lityeracy, numeracy and digital skills; to increase the ability to learn how to learn; to improve social and citizenship skills, such as the ability to act as responsible citizens and to participate fully in civic and social life. The project aims to involve 200 young people aged 16-30 with a particular focus on: poorly or not literate adults with a high risk of socio-cultural marginalization and with limited access to citizenship rights; applicants/holders of international protection; women at risk of exclusion and/or victims of trafficking and sexual/labor exploitation, beneficiaries of protection measures; unaccompanied foreign minors no longer subject to compulsory schooling (over 16); young and adults of Roma ethnicity, both male and female.b) provide methodological tools to 80 professionals in basic education and citizenship for adults, identified by partners among trainers, educators, teachers, cultural linguistic mediators.I partner sono:Legal entities participating in NEver TOO LAte are representative of 6 European countries: Italy, Greece,Germany Austria, Spain and Portugal. Project coordinator is Dedalus (IT), a social cooperative actively engaged in the promotion of inclusive services and paths targeting minors, young people and adults, both EU and foreign.The partners are:• STUDIO ERRESSE (IT) cooperative company expert in monitoring, evaluation and consultancy for third sector entities; and research, orientation and skill assessment;• DAFNI KEK (GR) institutions with strong experience in educational activities, particularly in digital skills learning, life skills and soft skills;• TEI WEST (GR) institution expert in the design of innovative digital technologies for learning;• VHS CHAM (D) involved in training for women (migrants and refugees) especially in the field of digital and linguistic skills development (English, German);• VHS WIEN (A) institution working in the field of professional training and social research;• CLUBE (PT) non-profit organization operating in Portugal in the fields of youth, education, training and employment;• UHU (ES) public university in Huelva which manages Erasmus + mobility projects for students and professors and participates in several Erasmus Mundus projects.The Macro phases of the project are:• PREPARATION AND IMPLEMENTATION (Lead partner DEDALUS)• MONITORING AND EVALUATION (Lead partner Studio Erresse and VHC Wien)• DISSEMINATION (Lead partner VHS CHAM).• COMMUNICATION (Lead partner STUDIO ERRESSE)4 Multiplier events are planned in 4 of the partner countries (Spain, Greece, Germany, Italy), to disseminate intellectual property and Recommendations.To achieve its goals, NEver Too LAte will produce 3 Intellectual outputs:a Comparative Research, with the analysis of methodologies and positive experiences in partner countries (Italy, Germany, Portugal, Spain, Austria, Greece) in the the project field of interest; a ‘MyDigital FlipBooks’ Multimedia Library for the use of professionals, to support young people and vulnerable adults in lifelong learning paths; a Basic Learning Platform compatible with all digital devices and aimed at motivating young people and adults to complete learning paths to basic and citizenship skills.Expected outcomes are:- increased number of adults and young people, EU and not-EU, with poor or no schooling, motivated to develop/improve functional literacy, numeracy, digital, social and citizenship skills according to their social inclusion needs and aspiration.- improved abilities of professionals, in motivating the project target groups to learn and enhance their skills.- effective ""awareness, orientation, and motivation to learn"" strategies implemented at the community level, for the benefit of particularly vulnerable non-literate people"

PROMOTING DIVERSITY ORIENTATION IN ADULT EDUCATIONAdult education institutions offer their services in a changing and diverse society. Therefore, students and employees in adult education organisations come from heterogeneous groups. The goal of DivCap was to promote inclusion and diversity in adult education (AE) at two levels: at the personal and organisational level. Support structures were established in AE institutions to enable them to successfully deal with the diversity within their organisations. In this way, a contribution to anti-discrimination and inclusion was made, and equal access to AE offerings was promoted. DIRECT TARGET GROUPS and participants were staff and managers of AE organisations. During workshops, case studies and pilot projects, in each of the 7 partner countries two organisations and their staff were involved. INDIRECT TARGET GROUPS were disadvantaged learners, in particular adult migrant, who were the final users benefiting from the more inclusive access. Furthermore, through a variety of dissemination activities, involvement of stakeholders and key persons in the field of AE and related areas, in total more than 43.600 persons could be reached.Undertaken ACTIVITIES and RESULTSKnowledge of and awareness for diversity issues was enhanced at two levels. At the level of staff in the involved organisations, the goal was to improve the personal competencies of the employees in dealing with diversity. Here, an “Applied Diversity Awareness (ADA)” workshop was tested in three pilot workshops. This ultimately resulted in a modular curriculum. The modular design aimed to meet needs in different settings. The approach of the workshop design is to deepen the cognitive understanding of diversity through concrete personal experiences; learning was initiated through different exercises, the “Diversity Walk” (a field visit) and reflection sessions. Profound work was furthermore completed at the level of the organisation. Here concrete measures to promote inclusion and diversity at an institutional scope were implement. In each country, the partner organisations worked together with a second educational institution that was committed to making concrete progress in enhancing diversity. This means that across Europe 14 educational institutions were involved in total. In the first phase, a special questionnaire was developed to analyse the organisations in terms of their diversity orientation. The questionnaire consisted of several subsections, which cover relevant areas for determining the diversity status. Additional to the English version, the questionnaire is available in Croatian, Dutch, German, Greek, Italian, and Spanish.The questionnaire and further models were used to conduct case studies to analyse the organisations in terms of their diversity orientation. The reports contained the findings of the analysis and recommendations for the implementation of concrete measures. These recommendations addressed different areas such as mission statement, human resource development, employee competences, or public relations. The most important results were summarised and used to create a tool kit for the analysis of an organisation and initiation of change processes. The tool is available in the form of an online tutorial on the website.In the second phase, concrete measures were implemented in pilot projects. The results of the change and learning processes in the 14 AE organisations were documented in reports. In the documentations, the processes were described as well as good practice examples, developed tools, lessons learnt and statements of persons involved. Different categories were pointing to areas where concrete measures were implemented: Human Resources, Structural change, Diversity competences of trainers, Diversity sensitive public relations and Adaption of educational offers. Furthermore, a video series was created, portraying 7 institutions and showcasing how each of them addressed the respective topics and the experiences they gathered on their way to becoming more diverse and inclusive. The experiences and findings in the 14 institutions were then distilled into overarching principles for the implementation and design of diversity processes in educational institutions. Guidelines for diversity processes were developed, as well as recommendations of managers and staff. All reports and handbooks can be found on the DivCap website. The video series was published on the DivCap YouTube channel. This will ensure that AE institutions across Europe, that are interested in introducing diversity orientation, can profit from the experiences gained. All tools and checklist, generalizable recommendations and guidelines as well as the curriculum of the ADA Workshop, were tested and are available for other organisations for transnational use. Furthermore, the structured documentation of the workshops, case studies and pilot projects serve as inspiring examples for other organisations.

CONTEXT AND BACKGROUND. In 2015/16 high numbers of asylum seekers entered the European Union. This challenge requires different instruments for fostering their long-term integration. Mainly instruments are focused on the satisfaction of basic needs. But for a long-term and sustainable way of integration and for reducing the risk of exclusion and the related social problems on one hand and using these resources for reducing the lack of qualified employees on the other an early access to preparation and training for the job-market is essential. Frameworks for the process of recognition as refugee and integration are compulsory in the European Union. Based on those standards transfer of experience and knowledge about appropriate methods of integration in the CVET should be a benefit for all: the participating and involved organizations as for the refugees as well. The European Union tried to establish obligatory rules for the distribution of asylum seekers but in reality some European countries do not accept them. Showing in the good practices that integration in the job-market works also in countries with economic problems is a benefit for Europe.The main OBJECTIVES have been the collection of good practices showing appropriate measures for the integration of asylum seekers/refugees in the CVET and at least in the job-market. It based on an exchange of good practice in study visits and in written documents. They have been evaluated in terms of efficiency, sustainability, transferability and quality. For having comparable results and facilitating the reading of the booklet common templates are used. For understanding the good practices in the national and regional context country analysis of all partners’ countries have been provided also.For facilitating the access to the booklet general information has been translated in all partners’ languages.Beside of this main objective regional and European networks of organizations dealing with the integration of refugees have been established.All of these activities have one common aim: to expand and to improve the activities undertaken for the integration of asylumseekers/refugees in the further education and finally into the job-market. THE PARTICIPATING ORGANIZATIONS: We chose 7 partners out of 7 countries presenting a range of different kind of VET/CVET providers, adult education centers, NGOs and university dealing with the integration of refugees in the job-market. The partners’ countries are those which receive numerous refugees and which are meeting the challenge to integrate them. Some of the partners collaborated in former European projects others are new. All partners are experienced in projects and are well integrated in networks. This made way to a very balanced approach and allow for a maximum possible target group.The MAIN ACTIVITIES of the project have been(o) Collection of Good practices: The partners visited different organizations and gathered all the information about the good practice in a common template. The good practices have been evaluated by the whole partnership and 40 of them have been chosen for being published. Some of the good practices have been visited by the whole partnership in study visits.(o) Development of country analysis: An overview on the situation of refugees, the legal frameworks and the offered measures for their integration in the participating countries has been compiled using a questionnaire for getting comparable results (resources: national reports and UNHCR).(o) Development of booklet and accompanying information In the overview of GP we recognized the very different approaches. Considering that later users may be interesting in specific ones we decided to organize the GPs not per country but per category. We identified 7 relevant categories. Overview by country, editorial and closing words completed the content of the booklet. To facilitate reading and understanding of booklet one page of general information and overview has been translated in all partners’ languages.RESULTS AND IMPACT:Finally 40 good practices out of the 7 countries have been selected concerning the different categories. These categories show that for different steps in the process of integration different approaches are available and useful. The good practices organized in these categories and the country analysis have been published as a booklet on the website and distributed to good practice providers and stakeholders. The booklet is accompanied by general information translated in the partners’ languages for facilitating the access.This collection of best practices fosters the efforts and identify possible barriers to educate and train refugees and to integrate them in the job-market. It helps to network under the aim to develop successful measures in a good quality and to make possible the transition between different stages of guidance, training and job.

<< Background >>European countries are facing the challenge of growing groups of inhabitants who are not citizens and thus not allowed to vote in national elections. Political participation on a local or regional level, though, is legally possible, yet many people in this group and in other marginalised groups either do not know about these possibilities or are challenged to participate because of low skills, a low social standing or insecurities. The project has identified some groups that are afflicted by this situation as being people with a need for basic education.<< Objectives >>We intend to support people belonging to marginalised or underprivileged groups to actively take part in political participation processes and thus contribute to wider participation on political issues such as city planning, communal budgeting etc. and thus contribute to a feeling of belonging of these groups and an increased belief in democracy.<< Implementation >>The activities planned in the project are 1)Initial research in ways of political participation in the partner countries and the obstacles certain groups of people face2)Courses and educational programs for learners for the addressed groups to develop methods and toolkits for working in participation-oriented basic education3)Guidelines for teachers and institutions for participation-oriented basic education as well as workshops to raise awareness among institutions and their stakeholders4)Policy recommendations for government agencies on a local and regional level, adult education institutions and community organisations<< Results >>We expect fruitful cooperation with government bodies on a regional and local level and more opportunities to participate for the groups addressed and perhaps more participation processes in the regions we are working in.Additional results will be the product of the project (listed above) that will support adult education and communities to be able to make use of their opportunities at participating in their relevant fields.

Problem solving is the process of identifying a problem, developing possible solution paths, and taking the appropriate course of action. The European Commission has identified problem solving, and the ability to solve problems and work collaboratively as a main indicator of the transversal skills to be acquired as part of the key competences. It is the view of the “SUPport of Problem-solving mentality in lifelOng leaRning for Trainers” SUPPORT consortium that adult learning consists of a an everlasting process of problem-posing and problem-solving, especially in the case of dealing with persons with low level of skills or qualifications where the learning environment is not only challenged by the knowledge to be acquired but has to deal with a variety of existing preconceptions, social exclusion, stereotypes, language barriers, cultural limitations and others. By supporting the trainers in what we call “problem-solving” situations, with multiple tools and methods as well as valuable background information and scenarios, the project aims to enforce in an antihierarchical way inclusion, retention and outreach in the adult learning environment in order to maximise the positive effect for the direct and indirect target group. SUPPORT will provide trainers with an online platform with useful tools and methods and an open discussion forum that will extend the trainers’ competences and professionalize their work. The SUPPORT project will also develop a “near-peer” methodological framework for learners in order to promote their active participation, on equal terms with the tutor, and foster their motivation. More specifically the objectives of SUPPORT, considering as well the specific objectives of the Erasmus+ Programme in the field of education and training, will be as follows:1. Support and extend the competencies of educators and trainers in tackling challenges and solving problems2. Improve the level of key competences and skills of learners in dealing with challenging environments3. Promote the emergence and raise awareness of a European lifelong learning area designed to complement policy reforms at national level and to support the modernisation of education and training systems through concrete policy recommendations and the dissemination of good practices4. Increase awareness on the importance of inclusive and collaborative education The most important activities of SUPPORT consist of the development of 4 intellectual outputs, 2 local events and a final project conference. It is expected that approximately 160 trainers, professionals and learners as well as policy makers and interested stakeholders will attend the multiplier events and final conference. The multiplier events will have as their main objective the acquisition of constructive feedback from multiple stakeholders in order for the optimal development of the outputs. The project aims, along its duration and upon its completion, to have, namely, the following results:1. It will support and extend the competencies of educators and trainers in tackling challenges and solving problems. Through facilitating communication between them through the available forum of the SUPPORT platform, their access to a clearly user-friendly environment providing tools and methods for the organisation and planning of their needs, and the supporting them find a way to reach a concise, inclusive and stimulating learning environment thriving for outreach.2. It will produce a concise methodological framework ready to use with trainers and adult learners, as identified.3. It will increase the quality of adult education provision, with a strong drive towards policy reform through the recommendations policy paper developed.4. It will map the current situation in lifelong learning organisations, by adult educators and adult learning on problem-resolution, problem-posing and how the above affect the impact of training.5. It will support the overall effort for participation and retention of adult learners. The SUPPORT Project is expected to have a visible and sustainable impact to organisations, trainers and trainees with low level basic skills and qualifications, that will be directly and indirectly involved in the project processes and consequently to the community as a whole. The project has an extent consortium active through the whole spectrum of adult education provision and advocacy, VET, formal, non-formal and informal education. In this way the project has a strong European added value since it addresses the importance of sustainable, problem-solving, inclusive and collaborative education through outreach and cooperation as the centre of its actions. Specifically SUPPORT will target adult educators, experts and professionals working in formal, non-formal and informal structures, learners with low level basic skills and/or qualifications, as well as Policy makers concerned with education and lifelong learning.