The CREATIVE PRISMA project addresses the issue of the large amounts of migrant and asylum seekers. The employment of refugees is vital for their survival and for their integration into the society in which they will settle and to fight against the marginalisation of these populations. The fashion and creative industry, as well as the reuse and reorientation of textiles and clothing, is a solution facilitating dialogue between different cultures and contributing to the integration of migrants.The CREATIVE PRISMA project brought together partners from different domains with multiple skills: Boréal Innovation, a local development and business support cooperative in France, the Club for Unesco of Piraeus and the Piraeus Islands, a major cultural actor, active in the setting up of structures, humanitarian aid to support disadvantaged people and refugees, IDEC, a certified Greek vocational training centre, a consulting and software development company, CESIE, an Italian association supporting migrants and developing countries, FAMYLIAS, a social initiative cooperative and PADIL, a Tunisian development agency aiming at the development of an inclusive society.The different profiles of the project partners, their competences and their knowledge of the subject dealt with made it possible to meet the project's major objective: to support refugees by developing their entrepreneurial profile and specific skills in fashion and creativity. In the long term, the target groups will have to be financially independent and included in local societies. The project followed a logical path to reach its objectives: - The collection of good practices: The project partners conducted a total of 40 interviews in France, Spain, Greece and Italy with immigrants from outside the EU who have created a fashion or design business. In total, 26 countries of origin were represented and a very large number of activities (graphic designers, dressmakers, designers, shoemakers, painters, jewellers). Through these interviews, trends and good practices common to all the life stories were highlighted and served as a basis for future work of the project. - Individual training and learning: Thanks to good practices identified during field surveys and existing research on this subject, the CREATIVE PRISMA partnership has set up a training course for newcomers, refugees or people settling in a new country. The CREATIVE PRISMA training has therefore been divided into two separate chapters: entrepreneurship and fashion/creation. Each of the chapters is itself made up of 10 learning units. This organisation offers learners a complete look at managing an activity with units on the business model, negotiation or networking, but also on design and fashion with units on colours, fabrics or the use of social networks in fashion. The units aim to provide basic knowledge but also a fresh look at the European specificities identified by the good practice guide. - An App and an e-learning platformThe main objective of the CREATIVE PRISMA project was to make the learning content available: this has been achieved with the CREATIVE PRISMA application and platform. Indeed, the partners have developed a mobile application that can be downloaded on Android and an online platform. These tools allow any creator, designer or newcomer to a European country to learn by himself. The application and the platform allow the monitoring of all the activities developed previously, access to additional reading, monitoring of progress, validation of skills through quizzes and the delivery of badges. During the 24 months of the project, the partners have continuously developed links with refugee support associations, social enterprises and creative people in order to communicate the project's achievements as effectively as possible. Many of these actors have participated in the project or in the testing of digital tools. The achievements of the project, available until 2025, are today intended to be used by the greatest number of people, as anyone interested in fashion or entrepreneurship can find useful information for these needs. The local partners will continue to bring the project to life through information events and training resulting from the project's research.The subject of welcoming migrants and their integration into society remains a key issue for European success.

DREAM “Ideal classrooms always change, are a mess & have no teacher desk. They encourage interactions & personalization.” [B. Arnold, 2017].CONTEXTDespite the huge advances that we have seen in technology, not much has changed when it comes to how we view learning and how we design learning environments. The transmission model of education is still the name of the game, although in some circles there are signs of its erosion.NEEDSIt’s time to change the direction of teaching/learning by for once and for all turning it around and allowing it to originate from the pupil. Imagine a classroom where pupils are the ones driving the learning and are empowered to pursue things that matter to them. To let them employ multiple modalities as they are accessing human and digital resources to drive their own learning. In a 21st century learning model, learning extends beyond the classroom walls, and pupils are exchanging, discussing, questioning, reflecting and making connections anywhere, anytime. Most importantly, pupils are inspired and empowered to act, rather than sit back and have the knowledge brought to them.AIMS AND OBJECTIVESThe aims of the project are changing the way classroom management is developed, the curriculum and even the pupils’ behaviors, STEAM subjects. These changes will improve the employability, particularly in the technological jobs.We purpose to implement a new strategy in the classroom by integrated real life situations into curriculum, beyond the knowledge of the disciplines, soft skills and positive behaviors facing collaborative work, work routines, new challenges, unpredictability, failure in work, and others.The project will consider the classroom as a MakerSpace, an Innovation Lab promoting all the skills hard and soft, necessary to deal with world’s challenges for our century. With this project we would like to start changing the way to teach, to learn, to know, to do and to use knowledge in real life. It’s important to rethink, remake, reorganize the classroom, not only the physical way, but mainly the pedagogical way of working with and for each and every pupil. In fact, the classroom should be a place where every pupil can learn according his own skills, ways of organizing thinking, methodologies. The classroom must be a place for everybody, where each pupil learns according each one’s abilities.METHODOLOGY FULL STEAM AHEAD will create clear pathways for schools and teachers to adopt to this new way and help them arranging and aligning their policies, the classrooms, the lessons and approach to truly enable a pupil-driven 21st century learning model.SYSTEMATIC GUIDELINES FOR SCHOOLS, TEACHERS AND COMPANIESFor a growing number of schools and areas, pupil-driven learning has become an aspiring framework for how educators, families, and communities partner to promote pupils’ developmentWe realise it is a major task to create full pupil-driven facilities and curriculum within the project timeframe and possibilities. Therefore, the emphasis of the project is on enabling schools to first review what they already do regarding pupil-driven learning and then identifying areas missing. The project will facilitate status quo review and further embedding in schools’ strategic plans, staffing, professional learning, and budgets. FULL STEAM AHEAD drives many of their schoolwide practices and policies, creating a welcoming, participatory, and caring climate for (active) learning. Concretely we will deliver five outputs, three for schools and their teachers, one directly at pupils (IO4) and one specifically aimed at employers (IO3):•IO1 - The Classroom as a MakerSpace Toolkit;•IO2 - FULL STEAM AHEAD - Best Practices guidebook;•IO3 - Young Future Workers – Hosting Guidebook for employers;•IO4 - European Pupil Resource Pack•IO5 - Pupil driven Social & Professional Network ToolkitIMPACT & LONG TERM BENEFITSFULL STEAM AHEAD shapes schools’ partnerships with companies and other (regional) community members, highlighting engagement, trust, and collaboration.Through FULL STEAM AHEAD, young people will be aware of their desires to learn and the endless possibilities it brings. The project applies this awareness to develop all young people’s social, emotional and digital competences, learning behaviour and consequently their media literacy and ability to make sensible decisions.Furthermore, FULL STEAM AHEAD will enhance the learning behaviour of ALL young people (including the disadvantaged or less performing), reducing disparities in learning outcomes. No pupil will be left behind. The FULL STEAM AHEAD consortium consists of 6 partners which operate in the field of secondary education (support) with possess a business cooperation orientation: •Laisterdyke Leadership Academy secondary school (UK)•UMHAIHL secondary school (TR)•AEJE secondary school (PT)•OLEMISEN (FI) •FAMYLIAS (ES)•Open Education Community (BE)

The ARACNE+ project aims to validate, develop and consolidate a training model of socio-labour insertion which was generated by a previous project KA2 - Strategic Partnerships for Adult Training, called ARACNE, TRAINING, EMPOWERMENT and ENTREPRENEURSHIP. The first ARACNE project was developed (2014 to 2016), has allowed to design an innovative and transformative model transformer based on the learning of skills that combines professional training, personal and group empowerment and the promotion of social entrepreneurship in real production environments. It is structured as a social-inclusion itinerary which includes three levels, basic, intermediate and advanced. However, the time, budgetary and functional limitations of this project has only allowed a partial test of the developed model, in a single setting, in one country and with a single target group. In terms of social innovation, the purpose is to go from the prototyping phase to the sustainability phase, prior to the application of the model on a large scale. To do this, we have to meet the following specific challenges: 1. Improve the learning skills proposal ensuring the correlation with formal systems of professional qualification on the Member Countries and at European level. 2. Expand and improve the proposed training activities so that they are real competencies pills, attractive and adapted to the interests of the adult population. 3. Undergo testing and evaluation prototypes of training activities in different contexts, countries and levels of learning. 4. Develop tools that facilitate the design and implementation of integrated insertion itineraries according to the reality of the students and the context in which it takes place. 5. Train a team of professionals in the application of the method that are the prescribers and multipliers in their respective countries of the ARACNE Model. 6. Involve the Public Administrations and private bodies with competencies in training, in the recognition of the efficiency and therefore pursuant to the large scale of the ARACNE Model. Taking into account all of this ARACNE+ objectives are: 1. Developing the applicability of the training ARACNE Model in different contexts, in order to determine: • The impact on the target audience. • The resources needed for its implementation. • Profiles of teams of professionals involved. • The necessary organizational structure. • The time needed to achieve significant results. 2. Design and produce the resources for the training of trainers specialized in the application of the model, including a training of trainer’s course. 3. Develop a proposal for the recognition of competencies developed through the application of the training ARACNNE Model. In order to do it, we will develop a set of indicators following the European Guidelines for the Validation of Non-Formal and Informal Learning which will permit the assessment of these competencies. 4. Implement an online learning platform. Taking into account these objectives we have selected the following PRIORITIES: HORIZONTAL: • Transparency and recognition of skills and qualifications. SPECIFIC: • Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults. • Extending and developing educators' competences. The target groups for the ARCNE Training Model are as follows: • Professionals and volunteers in the field of training and socio-labour insertion. • Entities in the field of training and labour insertion. • Enterprises and social organizations. • Public administrations responsible for employment and inclusion policies. • Adults with low-skilled or low-qualified adults in special women in precarious situations. • Professionals from universities. The transnational dimension of ARACNE + is justified by the need to validate the model with different users and professional groups belonging to different organizational, social, cultural and regulatory contexts. To ensure that the model is transferable and applicable in different contexts, it is necessary to work in coordination with entities in several countries. This is true as much as for validation processes as for the development of complementary resources such as training of trainers or recognition of qualifications, since in both cases application contexts are key elements.

Context / backgroundThe consequences of the economic crisis and unemployment are causing large segments of Europe’s population, especially in the South, to experience extreme situations and social marginalization which traditional policies in the area of occupational learning and job placement fail to address. Traditional problems such as the absence and inadequacy of professional qualifications are now aggravated by the impact of long-term unemployment and the lack of realistic job prospects on the affected groups in terms of de-motivation and demobilization. In this scenario, women have been particularly hit by unemployment, demobilization and stagnation. Under these circumstances, professional development and occupational training seem to have lost much of their effectiveness as resources, policies and practices for re-entering the workforce. Through various past activities and projects, the partners endeavoured to supplement training activities with elements of personal empowerment seeking real business alternatives, to provide participants with real opportunities. However, neither of them, nor the many entities that they have worked with so far, has yet promoted a model that includes all these elements in a single process.Objectives of the projectThe main objective of the project will be the design and validation, based on existing best practices in Europe, of an integrated model that combines occupational training, empowerment and the promotion of entrepreneurship among women in situations of labour and social exclusion. The activities that the project will undertake are described below: 1. Study of existing practices and initiatives, benchmarking and bench-learning 2. Design of a vocational training, coaching and entrepreneurship model • Definition of transversal skills and training aimed at developing trainees’ empowerment • Development of a methodology aimed at fostering the participation and/or creation of social economy initiatives • Development of specific tools (Self-diagnostic of skills and strengths in the different vocational fields; Planning of the own pathway; Development of an e-learning platform)• Trainer profiles design 3. Experimental implementation and analysis of results 4. Production of a manual or methodological guide 5. Dissemination and exploitation 6. Management Targets The project will benefit two kinds of targets: at an institutional level it will address training providers and their networks, especially those working in the field of occupational training and the labour social insertion of adults, especially women, social enterprises and organisations of the third sector interested in staff training an motivation, as well as public Institutions in charge of employment policies and activities. Individual beneficiaries will be professionals and voluntary staff working in the field of occupational training and labour insertion of adults, as well as the women directly involved in the project activities.MethodologyThe learning model will be built on the basis of real entrepreneurial activities in the field of fabrics and objects customisation. It will combine three essential elements for the mobilization, employment skills training, personal development and empowerment of its target audience: an individual analysis of strengths and weaknesses, including the identification of formal and hidden competencies, the design of a personal training and empowerment plan, based on the weaknesses, skills and potential identified, and the development of an economic activity capable of generating real jobs and operating as a unifying and dynamic element for the entire training and empowerment process.Expected results and impactThe project expects to generate innovation in the world of adult education, combining elements that are usually found in isolation (occupational training, support and empowerment, development of entrepreneurship skills and job-creation initiatives). It also seeks to influence current training and re-employment practices, demonstrating the efficiency of an integrated approach that is considered necessary for weaker and marginalized groups, especially young working women and unemployed women. The partnership is composed y partners from Spain (promoter and co-ordinator), UK, Italy and Austria.

<< Background >>There is an urgent need to integrate migrants and refugees in European societies. While for the children, attendance of school education in the host country is a good mechanism for social inclusion, adults do not have opportunities to socialize and integrate in local societies. One of the biggest barriers is language. Adult migrants and refugees need to efficiently learn the language of the host country in a short amount of time, in order to be able to communicate at a basic level. The GAME ON project proposes an innovative approach to language learning based on non-formal game-based learning, easily accessible to all through physical and online games. Games in education can be motivating and inspiring and create engagement, whilst enhancing team bonding and a sense of community.<< Objectives >>The general objective of the project is to promote social inclusion of migrants and refugees, through foreign language learning focusing on everyday dialogues that adult people need in their usual social interactions encouraging migrants and refugees to get engaged in language learning. In addition to this, the specific objectives of GAME ON are:- To build the capacity of language teachers to use games in language learning.- To develop language learning game-based methodologies for migrants and refugees, using non-formal learning approaches.- To develop games for language learning, tailored to migrant adults at level A1 and A2- To develop digital learning games at level A1 and A2, to be used autonomously or combined with other types of learning games.All materials will be developed in English, French, Spanish, Italian, German and Greek.<< Implementation >>GAME ON activities consist of horizontal ones, such as Project Management, Dissemination and Quality Assurance & Evaluation, as well as specific ones, related to the development of the project results.PROJECT MANAGEMENT: The main Project Management activities include the elaboration of a project plan, contracts with partners, setting up a steering committee and national working groups, setting up and using the online project management space, the organisation of online coordination meetings and the development and submission of progress and final reports. Time management will be done using a project actional plan that will be constantly updated, while budget control will be done through the submission of semestral progress reports.TRANSNATIONAL PARTNERS MEETINGS: Partners will have the opportunity to meet 3 times face to face and multiple times in virtual transnational meetings.QUALITY ASSURANCE AND EVALUATION: A project quality assurance system consisting of standardized procedures and templates will be developed at the beginning of the project. Partners will provide input to semester quality reports, which will examine management, activities implementation, cooperation between partners, conflicts resolution, dissemination, sustainability and impact. Transnational cooperation will also be assessed after each transnational project meeting. A SWOT analysis will be done in the beginning and the end of the project, aiming to identify strengths and opportunities that partners can use in order to maximise project impact & sustainability, as well as weaknesses and threats that need to be addressed. Multiplier events, as main dissemination activities, will also be evaluated by participants and the results will be analysed and reported.DISSEMINATION: The dissemination activities include the development of the project logo, website, social media account (Facebook), leaflet with information about the project and an information package for NGOs and language centres, promoting the benefits of game-based learning and the project outputs. Partners will participate in seminars, conferences organised by third parties in order to present and disseminate the project. All partners will organise a multiplier event in their country.PRODUCTION OF PROJECT RESULTS: GAME ON project foresees the development of 3 results: a Methodological guide, a Teachers training programme and Learning material/games for levels A1/A2.During the elaboration of the 1st result, the theoretical foundations will be described and the methodological framework for the introduction of learning games into language teaching will be developed. The methodological guide will be based on the results of research and organisation of focus groups. The 2nd project result is the training course for language teachers on how to design, deliver and evaluate game-based language courses for migrants and refugees. The project result consists of a training curriculum and training material for the teachers’ training. The teachers’ training course will be delivered in the partners’ countries, in order to form a group of competent language teachers, who will participate in the pilot experimentation activity that will follow.The 3rd project result is the development of language learning games in order to reach A1/A2 levels according to the CEFR. Partners will define a number of thematic units ranging from personal and daily life to introduction to democratic values, equality and sustainability, structured in learning outcomes. In each thematic unit, games, both digital and traditional will be developed. The games will be of different types, including board games, role-play games, storytelling games, in-class games with cards and prompts, social games, quizzes etc. The games will be translated and localised in all partners’ language and then tested, during a pilot experimentation activity.<< Results >>The main results of the project are:- PR1 Language learning through games - Methodological guide: The guide will be addressed to teachers and trainers who teach language to migrants and refugees.- PR2 Language Learning through games-Teachers' training: The objectives of the training course are to build the capacity of language teachers to incorporate games into their foreign language lessons and to address learning needs of migrants and refugees through informal and game-based learning.- PR3 Language learning through games - Learning material / games for level A1/A2: It aims to design specific contextual games that will allow teachers to incorporate them in their class and see the impact that they have on the learning of adult migrants. The digital games will be available on-line and may be used either individually through mobile phones or integrated in a language class lesson.