"It cannot be denied that today's society is becoming increasingly diverse in terms of language, culture, religion, social and economic status. Due to increased mobility, as well as the recent wave of refugees, most communities have become international and multicultural, corresponding to the concepts of unity in diversity, mutual respect and intercultural integration as some of the fundamental elements of European philosophy. Today, despite the multitude of initiatives and the positive attitude of organisations in Europe, the language barrier is still a huge obstacle. English as a universal international language as well as non-verbal communication strategies can serve as a means to overcome communication problems between members of the community and contribute to more effective integration of migrants and refugees. Moreover, it can help educators working locally to develop their competences by participating in international educational initiatives and sharing best practices with colleagues from abroad. While the younger generation is able to react quickly to new trends and learn language quite effectively in schools at universities, this is a big challenge for many adults because during their academic years the need to learn a language was not as urgent and urgent as it is today.Therefore, we would like to present to you the 24-month Erasmus+ KA2 adult education project ""Language learning to support active social inclusion"" ; which aims to equip educators working with adults with effective methodologies and approaches to learning a foreign language as one of the basic competences today. The aim of the project is to provide participants with practical tools/methodologies that will improve their communication skills, both verbal and non-verbal (skills, attitudes and knowledge) in English for social inclusion.Objectives: - To develop English communication strategies for working with different groups of adult learners (including those with fewer opportunities, rural adults, migrants and refugees) - To develop English communication strategies and non-verbal strategies to address cultural differences in order to facilitate understanding in intercultural and international partnerships - To discover the potential of CLT in language learning and to share good practice in this field - To discover the possibilities of language teaching through theatre techniques such as integration games, improvisation and stage studies - To improve knowledge of social inclusion in education and the link between language teaching and social inclusion - To exchange best practice in language teaching and lifelong learning - To provide participants with practical tools to help activate the language skills of different groups of learners - Providing information and vocabulary on mobility and Erasmus+ programmes, as well as managing projects to create joint language teaching and lifelong learning initiatives - Supporting the design of communication and dissemination activities adapted to projects, target groups, scope of activities - Facilitating the building of long-term partnerships between participants and NGOs for future cooperation Selecting the right participants was a priority for us, both within the dynamic group and in the capacity to create high-quality, innovative tools.The process was based on: - the requirements of all partners, opportunities in organizations and the needs of participants. On this basis, detailed personal questionnaires were created and distributed among employees, volunteers in organisations. After analysing the responses and interviewing participants in terms of their motivation, plans and dissemination of results. Each partner has selected 24 participants and 2 trainers to take part in the whole project process. After consultation with all partners, participants and trainers, we have concluded that this solution will give the best results. Each trip will be attended by 7 new participants. The project will have a significant and positive impact on participants.The project will have a significant and positive impact on participants. Thanks to the project they will acquire new competences and skills contributing to their personal and professional development. Social and personal development and enrichment, social interaction and greater self-esteem and belonging is one of the main desired outcomes for participants. Above all, participants will develop their language skills, especially in education and training. Participants will develop very specific non-verbal artistic skills related to drama and improvisation, which will lead to the creation of effective communication strategies used by trainers in working with diverse target groups (especially migrants and refugees)."

"<< Objectives >>Our goal is to educate young people in the field of ecology, we want to show that being ecological is not only fashionable, but also useful and pleasant, young people will become aware of their choices and use the acquired skills in everyday life, sharing them with friends and loved ones. We take up the subject of a global problem to improve the quality of life, save the environment and counteract climate change.<< Implementation >>The project involves the development of programs and materials for workshops, where young people will learn to:-use recycled clothes,- how not to waste food,-how to make natural cosmetics- how to prepare ecological and safe ""home chemistry"" yourselfand testing of these workshops by partners.There will also be dissemination events and a festival in the form of expert presentations, stands and exhibitions of things created by the participants.<< Results >>We will expand the group of ecology enthusiasts who care about the environment, e.g. by not wasting food, using used clothes, giving them a second life.We will strengthen their soft skills, such as: communication, teamwork, creativity, openness and hard skills, e.g. the ability to use and create objects. We encourage youth to implement Eco Life StyleWe will contribute to the development of society and its awareness of making decisions that will affect the future"

<< Objectives >>EntrepreNEETs is a Strategic Partnership in the field of youth that aims at empowering young female NEETs by providing them with entrepreneurial skills in the fields of social entrepreneurship, intercultural communication, project management, and digital and ICT skills. The main strategy that is going to be implemented to accomplish this goal is to provide youth workers working with female NEETs with tools based on non-formal education (NFE).<< Implementation >>Four thematic toolkits related to key entrepreneurial skills will be created employing good educational practices identified in the cross-country research. The quality of toolkits will be verified on youth workers, who will provide feedback how the programme can be improved. The format combing the toolkits will be tested on the final target group during a blended mobility. Finally, the toolkits will be published on project’s website make available for free for wider audience.<< Results >>The long-term end result of the project is the development of entrepreneurial skills of young women belonging to the NEET group, and, therefore, increasing their social inclusion and employability. The tangible results, which will be developed through a mix of NFE methods will include a report based on a cross-country research, and thematic toolkits for entrepreneurial competences.

"""If you want people who are on your side, with good contacts in all the European countries and can really help you find work, for free, then knock on the door of a EURES adviser.""This assessment, the real testimony of an EURES services user, was the source of inspiration for our project. Starting from this initial reflection, the project has been implemented working on the analysis of the following points:01. the evidence of the huge amount of opportunities the European Union offers to young people to find a job, a traineeship, a volunteer activity02. the most recent trend of youth work that demonstrates how youth organisations engaging in youth work have the potentiality to implement activities specifically focused on fostering employability.Putting these two elements together, the project faces two priorities: promoting quality of youth work and promoting empowering of young people. The two selected priorities have in the project, as a whole, a different weight but are closely interconnected. The project flow of activity and the designed working plan have been structured according to these priorities, with the aim to offer to youth workers learning opportunities and skills development on a sector that can facilitate youth employability, labour and educational mobility.According to the project priorities and main objective, the project is going to design and implement a course, including a kit of tools (released on a e-learning platform) for youth workers to let them increasing their competences on the labour market framework and on the opportunities the Union offers to young people with the final aim to foster employability, at local level, valorising, in particular, the opportunity the EU offers to young people.The online course contains the following four modules:A. an overview of the opportunities the EU offers to young people searching for a job with a focus on the EURES services; B. A selection of European best practices on youth work activities clearly oriented towards fostering the labour market integration of young people; C. A selection of tools to create a CV, a letter of presentation, a personal book of oneself works etc.; D. a kit of tools to design and release a scheduled promotional campaign on the EURES services to be organised on a yearly base using different channels.The partners will design, implement, evaluate and test the course by a team project that includes both youth workers with the external collaboration of a selected group of people, including experts of the labour market policies, and organisations representing the project stakeholders.After the course testing phase, a selected group of youth workers will manage a series of labs in schools, youth associations or youth centres and VET organisations, to prove the effectiveness of the learned lessons.The implementation of labs will let the youth workers to test, in practice, the new competencies and skills acquired and will let the participating young people to increase their knowledge of the labour market framework, including the opportunities the UE offers to them in this sector. The labs foreseen the following sections:01. introduction to the national and European labour market general framework02. presentation of the European opportunities for young people (EURES, EVS, etc.)03. practical activity finalised to the design of a personal CV.The total amount of the participants is at least 500. They will be actively involved in the project in thefollowing phase:a. participants to the IO1 evaluation phase (external evaluators);b. youth workers testing the IO1;c. youth workers acting as testimonials in a serie of short video stories XXX;d. youth workers implementing the labs;e. young people participating to the labs;f. the participants to the multiplier events.They are listed in sequence, according to the chronological order by which they ""enter"" in the project.The project is going to experience an innovative partnership blending 4 organisations that belong to different sectors: 1social enterprise located in Malta, 1 Italian SME dealing with social communication and non formal education, 2 youth associations (one from Slovak and one from Greece) that bring to the project their direct experience in the youth field and their relevant network at European level. In addition the project will implement 3 Transnational meetings and 4 Multipliers events to widely disseminate its results."

<< Objectives >>General: combat social exclusion, resulting from low economic and financial knowledge, of the adult populationSpecifics:Promote the empowerment of:- ADU educators to work with vulnerable ADU learners, through recognition, experimentation and validation of educ practices and knowledge. financial- Vulnerable ADU learners, through the development of key and entrepreneurial competences (especially economic and financial)<< Implementation >>1) PLANNING- Digital transnational meetings- Local face-to-face meetings2) PREPARATION- Adult educators- Adult learners3) EXECUTION- Virtual mobility- Review of practices and knowledge- Work session 1 - Educators- Training sessions- Work session 2 - Adult learners- Training sessions- Development of results4) FOLLOW-UP- Monitoring and evaluation- Dissemination and exploitation of results<< Results >>1) OUTCOMESComp. from the framework of:- Reference of the EU Council Recommendations- EntreComp (entrepreneurship - economic and financial literacy)2) OUTPUTS- Manual of good practices: identification/analysis of good European practices (financial education w/ ADU)- Guideline FLit – Financial education with adults in a broader context: theoretical and practical guidelines on how to intervene in favour of training ADU in vulnerability, at educ. financial