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.

The project’s idea came from analysis of the situation in the area of employment and particularly employment of people with disabilities. According to OECD, in 2014 there were about 4 million jobs needed to return to pre-crisis employment levels and persons with disabilities, among other groups, were facing particularly high risks of being marginalized in the labor market. At the EU level, about 47% of persons with disabilities were employed compared to 72% of persons without disabilities. There was a need of response, and one of the under-explored areas was action for entrepreneurship and for self-employment among disadvantaged groups. In view of this situation, the main objective of the project was to promote inclusive entrepreneurship for People with physical disability (PWD) by developing a methodology based on job shadowing, mentoring and coaching of PWD willing to become entrepreneurs or free lancers by entrepreneurs and free lancers. The partnership consisted of 5 organisations being a mixture of entities having two main kind of expertise needed for this project: experience in education and support to entrepreneurship and support to labor insertion of people with disabilities. CWEP and BDC are partners specialized in training on entrepreneurship and support to startups, BDC, Aforisma, FDO and ADPI are experienced in labor insertion of people with disabilities. Each member in the consortium organizes VET courses and in addition, CWEP has experience in project management and IT expertise sufficient for development of online versions of the intellectual outputs. Moreover, except for CWEP, all other partners already cooperated in project ESES Designing the Competence Profile of the European Supported Employment Specialist 526851-LLP-2012-IT-LEONARDO-LMP.The main undertaken activities in the project included work on the main results, meaning that the activities included elaboration of two guides and their on-line versions which were then extensively tested and improved during complex piloting activities (consisting of trainings, job shadowing, mentoring and coaching – all described later in the report). Important activities concerned also LTTA, which included recruitment and training of trainers and PWD in Pisa. Another important part of activities included quality assurance and dissemination of the outcomes in order to assure their exploitation also in other EU countries and other fields. The dissemination included large number of Multiplier Events organised in each country. The results of the project include tangible results which are four main intellectual outputs: Guide How to coach people with disability for developing inclusive entrepreneurship, e-course How to mentor people with disability for developing inclusive entrepreneurship, Inclusive Entrepreneurship Manual. Guide for not able bodied on developing your own business or consultancy and e-course for not able bodied on developing your own business or consultancy, as well as many dissemination materials (website, social channels, leaflets, newsletters, posters, presentations, articles) and working materials including plans and very important intangible results. Those are: improved key competencies of target groups, particularly strengthened development of key competence sense of initiative and entrepreneurship, enhanced access to VET of PWD by providing an efficient guidance service through intellectual outputs, better understanding of work based learning, inclusive training and social inclusion concepts, better educational offer of organisations offering training as well as new networks of cooperation that the partners reached thanks to project’s development. The impact exceeded the expectations. It can be seen in partners’ organizations, their staff and learners, PWD and trainers, operators in the field of adult education. The most important is that all who participated in activities or at least heard about its results, have better awareness about inclusive training, social inclusion and the particular needs of PWD. In addition, the usage of e-courses themselves helps in increasing ICT skills. One of the very concrete and direct proof of project’s impact is example of 3 Polish PWD who due to project activities joined the open labour market – more about it is written in ‘follow up’ section of this report. Project was addressed to trainers of PWD and PWD themselves and it is expected that the benefits in the form of better skills will have long-term character in their lives. However, a significant group benefiting indirectly were VET education centres, VET schools, organisations working with PWD, their associations, NGOs. These organisations will benefit from using the guides and e-courses. As the guides are available for downloading from the website and the e-courses are open to public and they will be maintained for next years, it is expected that it will be used by the organisations for longer time bringing them benefits.

"IT'S YOU is a 24-month strategic partnership project for innovation in the youth sector (January 2021-December 2022).The partners involved are Aretes (IT), Dedalus (IT), MARAK DIGITAL MARKETING (ES), Fundación Docete Omnes (ES), CYCLISIS (EL), EDIT VALUE (PT), DRPDNM (SI).The project is developed in 5 European countries (IT-EL-ES-PT-SI) where the population of young people is highly composite and enriched by a significant presence of young people with migratory backgrounds.On the one hand, the context analysis carried out in the 5 countries shows the need for young people to reflect on a new concept of citizenship, as the result of a synthesis between formal rights/duties and the exercise of intercultural citizenship skills; on the other hand, the need of the Youth Workers (YW), committed to the issue of intercultural citizenship, to improve and professionalize their socio-educational tools and strengthen the network of contacts with other European YWs. The objectives of the project are: to encourage young people to develop / improve the skills of intercultural citizenship; to improve the professional capacity of the YW; to increase the opportunities for an exchange of experiences and skills with other operators at transnational level; to strengthen European networks of YW and young people on the issues of intercultural citizenship.The project is aimed at YW and young EU and non-EU citizens:-at least 25 YW engaged in various types of services on the issues of intercultural citizenship, which work to promote social change starting from the life of the young people by adopting non-formal education methodologies and digital tools.-at least 75 young people, EU and non-EU, between 16 and 30 years of age, including young natives, young people with a migrant background, young people belonging to the ""decimal generations"", unaccompanied minors or unaccompanied new adults.Furthermore, it is expected to involve:-at least 150 young people involved in the IOs experimentation and dissemination phases;-at least 75 youth workers involved in the IOs experimentation and dissemination phases;-stakeholders and policy makers who can help to deepen the thematic contents of the project, strengthen the network work that IT’S YOU intends to generate, transform some key points collected in the project (see Vademecum) into operational proposals to be implemented primarily on European territories involved.In order to achieve the stated objectives, the IT'S YOU project foresees the creation of continuous exchange and comparison activities between stakeholders, YW, young people and civil society subjects on the project themes, as well as the realization of 2 IOs:1) IT'S YOU Net (IO1), a European social network that promotes the exchange of experiences, ideas, reflections on the issues of intercultural citizenship.2) IT'S YOU Challenge (IO2), a platform that contains non-formal tools for assessing and enhancing the skills of intercultural citizenship of young people.The IT'S YOU project uses diversified approaches and methodologies which, by combining, favor the achievement of general and specific objectives: Social Networking, Peer Learning, non-formal education, Sociological and Sociotherapeutic approach, Barcamp and Focus Group Online.The results that IT'S YOU strategy allows to achieve are for the YW:-increase of professional skills in the field of education for intercultural citizenship (as declined in IOs);-increase in contacts (virtual and tangible) and network links between European YWs;-increase of methods and tools to promote the multicultural protagonism of young people.The expected impact for young people, EU and non-EU, between 16 and 30 years old, in particular for young people with a migrant background, will be articulated as follows:-increased self-awareness of the intercultural citizenship skills possessed;-improvement / enhancement of intercultural citizenship skills (multilingual, digital, citizenship, cultural awareness and expression);-increase of cooperative and collaborative attitudes to practice citizenship and conscious adherence to shared values;-increase network links between young Europeans who practice intercultural citizenship.The events that enhance the process and the contents of the project (BARCamp and Focus Group Online) and the Multiplier Events act as a sounding board for the dissemination of the themes and products of the project: this increases the overall effectiveness of the impact of IT'S YOU and makes the project sustainable over time as it becomes the heritage of an extensive community of actors (Youth, YW, stakeholders and policy makers to whom the 'Vademecum' is symbolically delivered)."

The promotion of inclusive education and lifelong learning for students and learners with disabilities is one of the priority areas set up by the European Disability Strategy 2010-2020. Moreover, in the Bruges Communiqué the EC suggests to increase the possibilities for disadvantaged learners in VET by offering alternative pathways, innovative VET training formats, more Work-Based Learning (WBL) in the main forms present at EU level. Further, The European Agency for the Development of Special Needs Education has published a study on the competences of an inclusive teaching in 2012, where 4 main competences are requested: valuing learner diversity; supporting all learners; working with others and continuing professional development. These are competences required and which are by far not reflected in the VET training programmes. Students with learning disabilities (LD) need, therefore, to have a personal plan of study which includes WBL experience and tailored on them and the enterprises, on the other hand, need to be trained to support the envisaged target group.The project objectives represented a reply to the above mentioned problems as it was inspired by the following factors: - Train teachers and staff working with the target group to make WBL or internship experience more fruitful and aimed to future job insertion even in an European context; - Develop flexible pathways which connect the VET formal school curriculum to WBL for students with learning disabilities; - Foster the implementation of ECVET principles and tools and develop an innovative approach to Mobility in order to facilitate the access for students with learning disabilities; - Support enterprise mentors and staff during the WBL/internship experience of students with learning disabilities.The main project results were:O1-INCLUVET Didactical Guidelines for training VET staff working with students with disabilities: they are a compact presentation of how didactical processes should be organised and implemented when dealing with students with disabilities/special needs; how to support them during the WBL/internship experience even at EU level in Mobility programmes; Three methodological stages were foreseen: 1) Preparation 2) Implementation 3) finalisation.O2-INCLUVET Training Curriculum for VET Staff: it includes a theoretical part and the supply of concrete competences to the target group when dealing with students with LD. It is an exhaustive training model elaborated at EU level in order to have a much more exhaustive approach to the WBL thematic and increase the participation of students with LD to Mobility projects. Supported Employment that is one of the key assets of the non-exclusionary policy pursued by the EU has been considered. 1) Preparation 2) Implementation 3) finalisation.O3-INCLUVET in-company Mentors Vademecum. It is a very practical tool to be distributed to Mentors in order to support students with LD during their WBL experience. Supported Employment has been also included. 1) Preparation 2) Implementation 3) finalisation.O4-Mobility Vademecum for accompanying persons of students with learning disabilities. It is a practical tool to support the accompanying persons, usually teachers not expert in disabilities, and even the EU Enterprises during the mobility and how to implement and develop LOs acquired in a EU context and how to evaluate the students. 1) Preparation 2) Implementation 3) finalisationThese Intellectual Outputs were connected with Multiplier Events, in order to reach the widest range of target groups and stakeholders possible. In addition to these 4 core intellectual outputs the INCLUVET project developed a number of further outputs necessary to achieve the set objectives: website and Dissemination materials; Dissemination Strategy; Quality Management Handbook; Learning/Training Teaching Activities.INCLUVET achieved an extended impact on: - Direct participants in the project: INCLUVET provided concrete competences for the targets on how to deal with students with learning disabilities during WBL experiences; how to evaluate students during their in-company training; how to foster company motivation to deal with WBL paths for the envisaged target group; - Partner Organizations: with the project they received an innovative approach for planning and managing flexible WBL experiences both at NA and EU level for the envisaged target with learning disabilities; - Other stakeholders: they are labour market authorities, political decision makers and policy makers on regional, NA and EU level; target group associations/cooperatives for disabled persons; they received an innovative tool to use in their dayly work with disabled people.On a long-term perspective, the benefits of the project will be on a systemic level with an increased quality of the VET system (renforced and updated skills of VET staff) which fosters the social and labour inclusion of students with learning disabilities.