"<< Background >>For low-skilled adult migrants and refugees, the acquisition of literacy, numeracy and digital skills can facilitate their integration by providing access to valuable information and resources. These abilities allow migrants and refugees to access education, health care and other services, understand political and administrative processes, and find support systems and organisations. These skills can also support learning the host-country language, job-seeking, or the qualifications recognition procedure. Research shows that older and less educated migrants do not have access to or use ICT as much as the younger and more educated groups. Migrants who use and have a good command of ICT mainly use them for social communication purposes. They are not using them for more advanced purposes, such as looking for a job, learning the host country's language, accessing information about available services or political and administrative information. At an individual level, the lack of engagement in upskilling or reskilling decreases the employability of adults with low skills by putting them at risk of job loss or limiting their chances of finding employment. It can therefore lower their incomes and well-being. Difficulties are faced by many migrants, refugee, and immigrant adults confronted with technological ubiquity in economically developed countries. Preparing migrant adult learners for the digital world by building digital literacy skills can help to maintain home language proficiency, support host country language learning, and open paths to resources needed to support migration. What support is needed to help teachers provide quality digital literacy instruction to language learners who are struggling to resettle and integrate in a technologically rich society? According to PIAAC - OECD Survey of Adult Skills an average 20 % of the EU adult population have low literacy and numeracy skills. Urgent action is needed to improve literacy across Europe. The skills of a person tend to decline over the years if they are not used frequently. PIAAC proves that the gap in literacy proficiency between generations is getting wider. The level and distribution of skills differ markedly across countries, within countries and between generations. PIAAC clearly demonstrates the need to encourage and empower disadvantaged adults to improve their proficiency, and EAEA agrees that it takes innovative approaches, community involvement as well as investment to reach out to disadvantaged learners. Skills4Integration is a project that addresses the integration of adult migrants and refugees and other vulnerable groups, such as those re-entering society from prison, who have notable disadvantages in literacy, numeracy and digital skills. The project will address this by developing a web platform offering online training supported by video tutorials to adult migrants, refugees and vulnerable groups. The lessons will focus on learning-by-doing and cover the most relevant skills for navigating life in their new country of residence. The project will also develop an online capacity-building course for volunteers and operators working with migrants, refugees and vulnerable groups. Finally, the project will compile a toolkit of digital tools to learn host country languages. This project will foster social inclusion of low-skilled adult migrants, refugees and vulnerable groups in their recipient countries by building their literacy, numeracy and digital skills. It will increase the support skills' building services to migrants by introducing a new tutoring methodology facilitated by volunteers and operators.<< Objectives >>There are many reasons why good literacy, numeracy and digital skills are beneficial to individuals. Such reasons includeHigher self-esteemBetter healthBetter employment prospectsHigher wagesBeing literate means that people can access goods and services, are less reliant on others for support, and are better equipped to lead full adult lives.Research by the charity underlines the fact that there are direct links to be made between being functionally literate and being able to make positive impacts in respect of:Economic wellbeingHaving aspirationsStable and engaged family lifeHealth and access to health servicesCultural and civic engagementBeing numerate means that people become more independent, as they have both the underpinning ability and the confidence to use numbers and straightforward calculations in their everyday lives. This might include in work contexts, in professional money management and in domestic financial checking, in being able to navigate the world through reading timetables and signage, being able to estimate sizes, amounts and distance, in understanding dosage information and recipe instructions, and in passing on these kinds of life skills to others in turn, not least our own children. Numeracy is an important aspect of engagement with the wider world, of communicating with others, everyday problem-solving, and being self-sufficient and not reliant on others for navigating the world. Being functionally numerate includes being able to demonstrate a range of competencies that have a relationship to mathematicsInterpreting plans, maps, charts and diagramsProcessing information accuratelySolving problems and puzzlesChecking answersReady reckoningUnderstanding and explaining situationsDecision-making based on logical thinking and reasoningDigital literacy may be defined as ""the capabilities which fit someone for living, learning, and working in a digital society"" (JISC, 2015). Learners need support with many aspects of their digital activity. Those needs must be addressed, not merely for their present and future academic development but life skills and work-related competence for the future. Therefore, there are multiple drivers to develop pupils' digital literacy competencies; those which are study-related, those which are work-related, and those relevant to conducting oneself appropriately in a digitally-enabled society.Skills4Integration will strengthen refugee, migrant and vulnerable adults' ability to integrate into a fast-evolving society. All of the above-mentioned benefits and skills will better enable low skilled refugee and migrant groups to adjust to and participate in their new life in Europe.<< Implementation >>The consortium will develop a WebApp to teach and engage users in various ways, including simple texts, videos and animations with voice-overs and subtitles, audio files and computer screen recordings. The WebApp will interface with the dissemination site and offer the multilingual framework to host the course materials developed in the project's scope. It will offer an easily navigable system with instructional videos throughout better to support the engagement of newcomers to the digital world. The WebApp will host other instructional videos created as another result teaching navigation of common online platforms. It will also offer interactive pages offering literacy and numeracy support in an entertaining and gamified fashion for the beginner in literacy and numeracy development. The reasoning behind the Web App is to teach by doing. Projects will be available for selection for a hands-on practical methodology. They will be easily guided with videos, audio files and digital imagery, leading the user to better developmental understanding and a positive experience. The web app will include a series of instructional videos with voiceovers in host country languages plus English. Students learn best when they take in information via multiple modalities—through reading, listening and viewing visual media. We also know, from much research, that using visuals is critical for those acquiring a new language. The videos in this result can be used in two primary ways, 1) support or enhance the understanding of course content, or 2) as the primary mode of content acquisition. Students can watch video content either together with a teacher in class or outside of class, depending on the instructional need. The learning outcome will need to be specific and measurable. Additionally, video content will be used in conjunction with instructional activities that show students have achieved the learning outcomes.Course Content for the WebApp. There are the Minimum Core Skills of literacy, language, numeracy and Information Computing Technology (ICT) which will be included in lessons. The functional skills of maths, English and ICT will mostly be embedded in the learning programme. The key is to enable people to function confidently, effectively and independently in life and at work. There will be 30 lessons per module divided into 10 lessons per level of beginner, intermediate and advanced, in total 90 lessons in 6 languages. Each of the numeracy and digital skills lessons will be accompanied by an instructional video from IO3. The Literacy lessons will be accompanied by grammar notes and reading warm-ups. The curriculum will be available on the web app in PDF and interactive gaming formats, in the six partner languages.Finally, a Training Manual will offer a teaching model to volunteer trainers, which aims to promote the social, educational and professional integration of low-skilled adult migrants and refugees in their host countries, developing their literacy, numeracy and digital skills. These skills become necessary for the learners' empowerment so that they can participate constructively in the social and economic life of their hosting country and improve their autonomy. The training manual will offer a comprehensive, volunteer-based tutoring model for volunteer trainers through the professional and user-friendly WebApp being developed as another result. The material will be provided in 6 languages: English, Dutch, French, Greek, Portuguese and Finnish. Volunteers and professionals will act as tutors to the low-skilled adult migrants/refugees for building their literacy, numeracy and digital skills.<< Results >>Learners will:develop their self-awareness about their natural talents and abilities be provided with knowledge and skills that will help them be successful in the labour marketdevelop European identity by developing host country language competenciesup-skill their ability to make decisions, to interpret global issues and to communicate freely in the world without bordersimprove their language abilities, social skills and presentation skills, learning to understand and to be understoodappreciate the importance of learning foreign languageshave a higher level of cultural awareness and a deeper understanding of intercultural dialoguedevelop their ICT skills necessary not only for the implementation of the project but will also be able to utilise ICT in order to communicate with others and be successful in future employmentdevelop and improve their literacy skills working with a variety of sources of information Teachers and volunteers will: upgrade their skills with the use of the project results, thus participating in the lifelong learning process.have extra motivation for teaching refugees and migrants basic skillswiden their horizons by experiencing different cultures and expand their knowledge of different communitiesexperience different educational systemsRefugee and migrant institutions will: improve the quality of teaching basic skillsequip their teams with materials and technology needed for teaching basic skillsimprove their educational output by adding career orientation in their curriculareduce xenophobia amongst staff by increasing their awareness of different culturesThe educational institutions outside of the partnership will:take advantage of the developed materials for career orientationuse the online resources for training activities in the field of basic skills and career orientation Participating organisations will:be familiar with international projectsdevelop a sense of respect and tolerance towards different nationshave a deeper understanding of migration issues and European policies"