A full transition to Circular Economy is not possible without professionals with a new way of understanding the economy, a comprehensive knowledge of the circular business models and new skills, tools and competences for developing circular strategies. Business leaders specially trained are essential to drive this shift. The job market needs to be prepared for a transition that is already taking place and a specific Circular Economy training would be a key instrument to boost the employability, self-employment and meet the new labour market demand.For that purposes, the objectives pursued are:- Identify the current state of development of Circular Economy in the EU zone.- Identify areas with more potential of self-employment and job profiles required.- Promote Circular Economy showing the opportunities this model offers and the risks for our society of a linear model continuation.- Endow a range of young adults with a deep understanding of the Circular Business Models and tools to initiate and finance their business in the context of Circular Economy.To reach these objectives, U-eco target groups are:- Entrepreneurs interested in starting a business in a Circular Economy Context.- Professionals interested in learning about Circular Business Models in order to:o Acquire new skills and competences that can improve their curricula, aligning it to the needs and opportunities that the labour market will offer.o Bring their current business activities closer to a circular approach.The project is gathering partners from 5 EU countries (Belgium, Poland, Romania, Spain and Sweden).The expected results are:- Current state of development of Circular Economy in the EU zone including:- A list of the main problems connected to a linear economy.- A report about the areas with more potential of entrepreneurship in a circular context including data as: market scope, growth rate, costs structure and profitability.- A list of the SMEs capacity gaps and their potential for market development.- A directory of barriers regarding rules and regulation.- A SWOT analysis of the identified business solutions.- A set of business strategies for entrepreneurship in a Circular Economy context.- A catalogue of 15 job profiles that will be demanded in the next decade to meet the circular labour demand and a set of skills and competences connected to those profiles.- A training system composed of 12 training modules/pills, which will include a useful toolkit for guiding the entrepreneurship process.- A set of 12 case studies and good practices divided in the areas previously identified as those with more potential for business opportunities.- An online content of open access with all the Intellectual Outputs developed during the project available in all partners’ languages (EN, SW, ES, RO, PL and FR).- Social networks (Facebook, Instagram and LinkedIn)

<< Background >>The risk of social exclusion among the migrant population is worryingly higher than among nationals. Civic integration is more than just learning a language, however, language skills are determinant for the successful integration process. Without speaking the respective national language, it is hardly possible to gain a foothold in a new country.Germany is worldwide presented as one of the most open & immigration-friendly countries in Europe. It offers a very extensive integration program with up to 1200 lessons of general languages courses & 800 for professional needs. Most migrants, refugees & Germans with poor language skills have access to most of these courses. Despite this large language tuition offer - includes more than 10 different types of courses- a significant group of migrants & refugees remains excluded in the program. The situation around Europe is even worse. The 1st evaluation of the German integration courses (EvIk ‘19) reports that it is still very questionable to what extent the courses adequately take into account the wide range of people with very different educational backgrounds. There is clear evidence that refugee women have worse preconditions for learning. Women take part in the courses less often than men, a significant group of them is excluded from the current official program, only 22% of women with children under the age of 4 attend the courses (BAMF 2019: 27). The exactly same tendency is observed in the regular migrant language offers delivered by partners of this consortium. 2019 almost half of the 272 million people worldwide not living in their country of birth were women, according to the Eurostat ‘19 migrant women represented more than 50% of the newcomers population in Europe & the proportion is expected to increase. However, (refugee) women hardly exist in the public debate. Migrant women are facing challenges & barriers as both migrants & women; a double disadvantage that excludes them from social participation. There is an urgent need to tailor the language learning opportunities & to create a real added value for this target group in Europe. Social cohesion plays a fundamental role in the integration process. Integration means a development & a two-way process in which people in a society jointly develop an understanding of how they want to live together. Migrant women are usually isolated from the host community. In Germany only 12% of women have daily contact with Germans (compared to males at 27%) -Liebig OECD. For family & structural reasons many migrant women misjudge their opportunities in the host country. Women’s space for own development is mostly inexistent in the role models they have learned in their home countries. This consortium’s aim with the project is to promote education, to enhance tolerance & to motivate trainers & learners for a lifelong learning strategy focussing on the needs of one of the most vulnerable groups: migrant women. A prerequisite for the implementation & development of effective services for newcomers is a good knowledge of their situation & needs. Partner of this consortium deal with the target group & they know the difficulties women face to enrol in a language program & to increase their social interactions. Feeling Home offers a new language learning path for women that cannot attend regular courses (R1). It motivates, empowers & gives women a voice recognising their values & building their sense of belonging to the host society. At least 175 migrants & teachers will directly benefit from the project but it needs to be transferable & adaptable to peers outside the consortium. Every fourth trainer is regularly emotionally exhausted & even shows burnout symptoms currently. The pandemic situation is saturating our trainers & there is an urgent need for supporting tools. The manual & open learning space for language trainers working with migrants offers ready solutions that easily enhance teaching strategies in vulnerable groups(R2).<< Objectives >>Refugee/Migrant women have disadvantageous preconditions for learning. On average, women have a lower level of schooling&vocational training & are more vulnerable than men. In addition, due to childcare responsibilities, women are less likely to have access to integration supported linguistic offers & are therefore less likely to learn the host language. According to studies metioned above this is not a marginal phenomenon it affects a larger group. Work experience shows a similar experience around Europe. The lack of opportunities to learn the local country’s language is consequently creating a situation where a significant group of migrants & refugees is being excluded from comprehensive participation in the society. This project primarily aims to achieve a reduction in the risk of social exclusion of migrant women in our society. To reach this goal it creates a new informal language learning program to be piloted by 25 teachers with 150 migrant women in 5 European countries (PR1). Feeling Home gives participants the chance to improve their linguistic skills while simultaneously enhancing their integration process. At least 150 migrant women have the chance to listen, read, write&talk in the local language. The informal course format offer women the possibility to combine their familiar responsibilities with the learning program. Further, it gives women a voice to share their perspectives&needs in their host countries & it creates an innovative city guide that fills the spaces with new identities. A documentary film about the creation of the city guides, the guides themselves & the several events to exchange & promote the results will invite participants to share the experience of the project & to understand the city as a space with many different perspectives & identities. It promotes an understanding of how different cultures can live together & feel part of the same reality benefitting the goal of social inclusion across European cities. Beyond that, Feeling Home aims to improve the competences of educators for the delivery of informal training including digital skills. Undoubtedly, Covid-19 is immensely shifting how we are designing & implementing educational programs at any level. Racy transformations, restructuring in the shortest time, digitalized trainers overnight & insecurity in the teachings; this pandemic situation is definitely saturating the education system. A study carried out by the DAK in Germany (11 ’20) reflects that every fourth trainer is regularly emotionally exhausted and even shows burnout symptoms. Feeling Home addresses the urgent need to support the trainers & to create learning paths in line with the current needs of the participants. It offers specific supporting tools for language trainers working with migrants. At least 25 trainers create pilots in R1 with more flexible learning paths in line with their learners’ needs, improve their teaching competences & collaborate at the European level with peers. R2 maps, analyses & describes informal teaching strategies & best practices so teachers can easily use them in programs with vulnerable groups. The open learning space & the manual also devote part of its content to the promotion of the DigCompEdu framework & to digital ready solutions for the programs. It brings the European frameworks for digital competences closer to the language trainers & maps from simple motivating gaming strategies to complex open online learning platforms describing implementations of digital tools in language programs. At least 530 participants of the multiplier events, over 1000 institutions involved in the delivery of integration services (newsletter receivers) and several thousand followers (SM channels & websites) will be regularly informed and invited to share the experience of the project resulting in awareness of the value of the development of innovative learning paths adapted to vulnerable groups & improvement of professional competences.<< Implementation >>The main project objectives are two:**1-To increase language learning opportunities for migrant women by creating a new informal pedagogical approach to thereby enhance their integration possibilities in the host countries**2-To support overwhelmed language trainers working with migrants & vulnerable groups with new methodologies, best practice examples & an extensive repository for free materials and digital toolsIn order to successfully reach these goals Feeling Home creates 2 main final project results and implements several activites:**Level I: General Management & implementation of the project with responsibilities (For detailed project management see section Management)General Management (DE)Communication Strategy (DE)Interim & Final Report (DE)4 Newsletters (DE, SE, ES and EL) creating; (IT) layoutPromotion (IT)Quality (ES)Sustainability and Exploitation (SE)Technical Support (EL)2 ME per Partner country with 20 physical and 33 digital eachHost meetings: Meeting 1 (DE physical)Meeting 2 (digital DE)Meeting 3 (EL physicial) Meeting 4 (digital DE)Meeting 5 (ES physical)Attend meetings all; physical 1 person/country + inviting 1 person/country online; Digital meetings 2 persons/country **Level II: Main activities for R1 & R2 with responsiblities: (For detailed project results see section Project Results)Result 1 (R1)Leading: DEParticipants: 150 migrant women (25/country) + 25 trainers supporting migrants (3 for development; 2 assessing); at least externals (2) per country for specific actions6 Trainers’ focus groups local level3 Trainers’ focus groups international level 10 local events with migrant women10 excursions with migrant women5 international digital events with migrant women (participation per country min. 2 women)Create a curriculum for an informal language course embedded in the task of creating a city guide from migrant women’s perspectivePilot the courseCreate a city guide (digital format) each country one (5 languages)Create 5 films of the experience (5 languages)(Stakeholders/external trainers are to be regularly invited to get involved in the activities) Supporting migrants with individual coaching sessions if necessary, linguistic support, extra activities involving children in the guide developmentResult 2 (R2)Leading: ELParticipants: 25 25 trainers supporting migrants (3 for development; 2 assessing); at least externals (2) per country for specific actionsPedagogical Support DEGraphics for the Manual: ITFinal English Reading for the Manual: ES3 upskilling events for trainers on creating moodle activities (DE)6 Trainers’ focus groups national 2 Trainers’ focus groups internationalCreate a digital Manual on the methodology of course R1, including materials, teaching activities, best practice examples (6 languages; nationals + English)Inset the content of the manual in an interactive learning platform creating several activities for migrants’ language trainers to improve their teaching skills, create a repository of digital materials for distance language teaching and a section with links to specific tutorials for language teaching and distance learning (Materials from former projects)Create a section on the DigiComEdu Framework6 languages (national + English)Create a section for migrants, a learning space so they can up&download material and exchange experiences.<< Results >>By creating new & alternative learning paths for those that cannot attend regular language learning offers we reduce the risk of social exclusion of vulnerable groups in our society. Result 1 of the project is the creation of an informal language course tailored for migrant women, who due to family roles &structural /cultural reasons are not able to attend regular language programs in the host countries. The language learning activity is embedded in the experience of creating a city guidebook. This guide maps spaces in the host communities that migrant women are mostly missing from their host countries. The course offers newcomers opportunities to exchange with peers at national & international level and to share their experiences also in their mother tongues. They are empowered to communicate, to enhance their social activities & to share their needs. Within the informal language program (R1-Act.1) the participants & trainers create 2 additional results with an individual added value for themselves: **- An innovative digital city guide that presents the city from a new welcoming perspective (R1-Act. 2)**- A film about the project experience (PR1-Act. 3) Beyond that, the implementation of the informal course improves the teaching skills of the trainers involved in the project. The second result focuses mostly on trainers (T2) and is composed by two elements: The teachers' manual (R2 Act.1) presents teachers’ experience accumulated in the project life & previously acquired knowhow related to informal teaching environments. The manual is the teachers’ instrument to improve their teaching skills at various levels. The experience of this course implementation should be carried out by as many institutions as possible working with migrants. So, R2 offers an open digital learning space (R2 Act. 2) for practitioners/NGOs supporting migrants to replicate the course & apply the methodology adapted to their targets’ needs. Project Result 1 / R1Act1: In the INFORMAL LEARNING LANGUAGE COURSE participants discuss, plan, develop, create & share the organization of the city tours & city guidebook. This is the reference framework for the development of the city guide, the experience exchange events & the final films. Each country creates its own course. Total 150 migrants, 25 teachers involved and 5 languagesAct2: THE CREATION OF CITY GUIDES is the task participants need to accomplish during the course. Each guidebook (1/country) presents at least 10 top places. The focus does not lie on the space but on the cultural needs the spot is covering for the migrant. The guide describes the city from a new perspective offering a more diverse & inclusive added value to it. 5 guides &languages. Act. 3: Films describing the experiences of the migrant women during the development of the guides (5 Films&languages) Project Result 2 / R2: Act. 1: THE TEACHERS’ Methodology Manual creates 2 types of supporting material for trainers working with migrants:First, for the needs of non experienced language trainers delivering language trainings to migrants using informal teaching methods. It presents strategies to teach languages to heterogeneous groups using an informal learning pedagogy. Includes methodology, best practices piloted in R1, maps activities including teaching materials. Second for more experienced still overwhelmed language trainers searching for digital solutions for the distance learning situations. Both sections promote the DigiCompEdu Framework. Act.2: THE OPEN LEARNING SPACE is an interactive learning platform (moodle) addressing the needs of the migrant organisations & trainers working with migrants searching for impulse, examples & guidelines for the implementation of alternative informal learning options for their target groups. Further, it includes a repository of digital resources for language training This digital open learning space is created in 6 languages (5+ English). 175 active users.

In 2017, the EU was home to 21.6 million third-country nationals, accounting for 4.2% of the total population. Migrants (and refugees), either from EU countries or from outside the EU, actively contribute to the economic, social and cultural development of European societies. The successful integration of migrants into society in the host country is the key to maximising the opportunities of legal migration and making the most of the contributions that immigrants and refugees can make to EU development, as stated by the European Commission's Migration and Home Affairs. Action Plan on the Integration of Third Country Nationals (2016) provides a framework to support national policies and describes concrete measures for the Commission. One of the key actions is ‘Education, including actions to promote language training, teacher training and civic education’. The legislation and policies are constantly being improved, and their importance has been clear since a couple of decades. However, different studies carried in the EU (OECD) throughout the years show a more negative reality when it comes to actual integration. According to the Results of special Eurobarometer on integration of immigrants in the European Union:‘’Just over half (54%) of Europeans think that integration of immigrants is successful [...] Europeans tend to agree on the main factors that may facilitate or prevent integration of immigrants as well as policy measures that would support it such as offering language courses upon arrival (88%), improving integration programmes (85%) [...] Europeans say that integrating immigrants is a necessary investment in the long-run for their country and similar proportion view integration as a two way process in which both host societies and immigrants are responsible.’’ Our objective is to help bridge this gap between what the policies read and promise and the reality of what is happening. We offer a solution to a widespread problem where we look at the role of both sides and where the end results will also benefit both of them; SOCIAL INCLUSIONThere will be 6 participating partners on the project, coming from 5 different European countries. These partners will bring a mix of expertise and backgrounds in language and culture teaching, development of training material, teacher training, immigration and refugee educational programmes, intercultural and communication competences, emotional intelligence and further soft skills. Some partners have a vast experience in Erasmus+ projects, where only 2 are fairly new and will, thus, shed a different light upon the project. The ALL IN project will produce 3 Intellectual Outputs:-TRAIN THE L2 TRAINER: a 20 pill training course where language and culture teachers will learn about strategies of how to successfully implement soft skills such as rapport creation and empathy into their lessons and take full potential of both the language lessons as well as adult students to reach SOCIAL INCLUSION-ALL IN MANUAL: a manual that will not only help language teachers but also other stakeholders involved to enhance the effectiveness of language and culture programmes for immigrants and refugees. It will also include 20 practical activities & tools that can be used in the inclusion process and will also actively involve members of the host society. -TRUE STORIES: we live in visual world. Many people only believe things if they see and hear them from their peers. We will therefore create a Youtube documentary series of 24 episodes, where immigrants and refugees, as well as members of the host society, can talk about both successful stories as well as stories of those who are still working on their social inclusion. The aim of this IO is the uptaking of language and culture programmes by low linguistically skilled immigrant adults as well as the tackling of discrimination and putting a hold of fake news. These outputs are the core of the project and will be developed in cooperation between all the consortium's partners in 3 stages. Each output will be thoroughly tested before completion to ensure the durability and impact of the ALL IN project. All outputs produced will be freely accessible for the public within and beyond the project’s lifetime.The ALL IN project is likely to have sustainable direct impacts within and beyond the project lifetime on four main target groups: 1) Language and culture teachers. 2) Immigrant and refugee language and culture students in the process of integration.3) Institutions that offer language and training courses to adult immigrants and refugees.4) Members of the host society.By creating training tools, a manual as well as the practical tool & activity kit for language teachers, teacher trainers and academic managers and a documentary series, the consortium expects to achieve the overall objective of the project and a long term benefit for European Society: EFFECTIVE SOCIAL INCLUSION.

In a world that is increasingly defined by transnational mobility in almost every level, overcoming obstacles deriving from distinctions in educational systems is key to facilitating processes of economic and social inclusion and to prompting the employability of all. However, processes of recognition of learning certificates and skills are obstacles still frequently encountered by people throughout the world. In this context, OBEC primarily aims to explore the potential opportunities the innovative Blockchain (BC) technology may offer to revolutionize the educational field by simplifying and facilitating the issuing and validation of learning credentials across European countries in a unified and enforceable manner. Because BC creates an infrastructure in which certificates can be stored and issued while ensuring transparency, security and verifiability, it has the ability to bring about positive effects especially for OBEC'S target group, composed of migrants, exchange students, and people with alternative learning backgrounds (e.g. VET schools, work experience, training programs, and volunteering).Establishing a system that can guarantee trust, transparency, and reliability in a holistic manner in a transnational context is a challenge our societies must adequately address, as currently standardization of student records in Europe is still limited to institutions utilizing ECTS or ECVET. Consequently, “outdated credential systems limit our ability to create new pathways to education, in particular for those who lack access and need it most” (Joint Research Centre; Grech, A. and Camilleri, A. F., 2017). Indeed, the favoring of evidences of skills and learning achievements earned through formal education over informal and non-formal learning experiences may harm people’s ability to enroll in high-education institutions or to assess the labor market. Additionally, due to differences among national educational systems, migrants are commonly faced with long and difficult processes to recognize their certifications and skills. Such obstacles lead to delays in their integration into the host country’s labor market, also possibly rendering unfeasible the possibilities of their practicing their professions. In fact, more than 40% of the employed highly educated third-country nationals work below their qualification levels in the EU (European Commission, n.d.) This failure in promoting a fast and full integration of migrants in the labor market consequently hinders their ability to fully utilize their skills and realize their economic potential to positively impact the EU economy and societies. In this context, BC technology may offer a unique opportunity to overcome this issue of our current certification systems by creating revolutionary recognition tools in the EU. Emerging from the perception that such revolution is key to enabling people to move freely across countries while fulfilling their full economic and personal capabilities and aspirations, OBEC is a pioneer project composed of three outputs which will conduct:- A research of knowledge gaps and the current state of economic and social integration of the target group;- The development and implementation of an experimental badge system to utilize BC technology in EU systems of educational credentials within a upskilling training programme;- The composition of a set of case studies and videos, as well as of guidelines including good practices and mentor’s advice for practitioners which can inspire important revolutions in the educational context. The methodologies used to achieve these activities include desk-research, expert interviews, the elaboration of text reports, case studies and videos, and the development of digital tools for learning accreditation.Combining partners from four European countries that have different educational systems, OBEC aims at introducing the revolutionary possibilities BC can initiate within the educational field particularly by promoting the integration and prosperity of all, inspiring important changes. As a result, OBEC mainly seeks to positively impact social inclusion and employability in the EU, particularly benefiting the target groups as well as the involved European communities and economies. It is expected that OBEC will directly impact overall 215 individuals, and at least 645 others indirectly among the partner's networks. By exploring innovative digital tools to foster the notions of inclusivity and diversity, OBEC has the final purpose of contributing to the start of a process in the EU which can revolutionize the world through the creation of a barrier-free education system that can prosper through enriched diversity and increased transnational mobility.

European Dialogue for Active Citizenship EDAcate is a project that follows a cross-sectoral approach interpreted in order to collect, review and publish new and innovative approaches in the training on Active citizenship as al tear down borders between the education sectors and to facilitate a more open, innovative training and teaching. As we are convinced that participation is one of the core skills in the nowadays digital society which means to be in the position to gather information, reflect them and articulate opinion. Participation inherent the ability to conceptualize information and put them into different context. From the perspective of employability, the knowledge on how to participate includes management and leadership skills but as well openness for new ideas and concepts. Transferring participation into education means to educate self-aware citizens and gear their capacities to be Active Citizens, whom are open to new ideas, cultures and concepts and are willing to form and influence their society. Therefore it will be beneficially to create curricula, which have a European perspective on active citizenship and participation. Still each country inside the EU has different approaches, traditions and educational systems. Further on trainings and workshops exist but never been brought together at the European Level. The project seeks to create an evaluation grid for identifying best practice in citizenship building and collect those practices in a method handbook. This handbook will act as a tool-box for trainers, teacher and other facilitators in order to create innovative and tested instructions all over Europe and across all educational sectors. The project was organized in a series of multinational meetings at every partner organization. At every meeting the partners presented good practice examples of participative methods or used methods in defining the active citizens in addtion to projects/good practices in the field of non formal and formal education. All methods were documented, collected and shared with the consortium. In order to identify the good practices, the partnership created an evaluation grid to identify good practices. The grid and the method handbook are open accessible and should be used by institutions from all education sectors in formal and non-formal learning. The project can be understood as a pre-assessment of the needs to create and test European curricula in active citizenship building through high level dialogue. The project targeted directly trainer and teacher in all educational sectors, and members of civil society organisations. During 7 project meetings we worked on 98 good practice examples, 14 input reports and 7 policy recommendations, published in a comprehensive project eBook. Through sharing good practices of participation and active citzenship, EDACate managed to extend the knowledge of the participants and the target groups on training participation and active citizenship, and improved the capacities of the participating organizations to professionalize and innovate their curricula through new methods.