‘Arts and Aesthetic’ (A&A) is a partnership project with a focus on the exchange of good practice. A&A will explore inclusive practice in the arts and disability sector, specifically, but not exclusively, focussing on those who are learning disabled. The project will research, explore, test, and develop ways of embedding access into performance so that neither audience nor performer is disassociated from the performance itself. This will challenge the aesthetic of conventional performance. A&A will bring best practice to the fore, raising the quality and accessibility of learning disabled performance to creating new opportunities for new audiences. Throughout the project we will explore the concept of access and quality in learning disability arts: How do we fully embed access into performance; maintain quality in the creative process and include everyone? How important is quality access and how does it help improve participation and inclusion? Through practical explorations of the work of partner organisations and initiating conversations between partners we will • explore the concept of full access in creative work by/for learning disabled people. • develop and test new approaches to embedding access into performance • explore the process and value of critical thinking.• learn new methods of integrating access into performance. • recognise the importance of quality work with/for learning disabled people and raise the aspirations of learning disabled people.Learning Teaching Training Events will run alongside the explorations in order for workers (including those who are learning disabled) to learn techniques that will enable them to embed access into their own work. These activities will take place in each partner country and will target arts workers, artists, disability workers and those working within arts and disability from within the partner organisations. 16 places will be available for these LTT activities in each partner country who will work together with staff and groups of up to 15 learning disabled people from the host organisation. It is estimated that 50% of participants attending the LTT from partner countries will be learning disabled. Through a combination of transnational workshops, conversations, learning events, online discussion and evaluation of ongoing activity within partner organisations the project will explore current approaches, experiences and models, investigate what is important and what isn't, explore what works and what doesn't and find ways to communicate that to the current conversations taking place regarding quality, inclusion and learning disability in the arts. More specifically the project will: - challenge preconceptions of learning disabled performance and its aesthetic, - enable learning disabled people to be more active both within the partner organisations and within their communities - enable learning disabled people to learn the importance of accessibility in their work so they are more able to compete within the mainstream - develop the confidence and self- esteem of learning disabled people and increase their motivation and understanding of what they can achieve - provide european platforms for the work of learning disability artists - create new opportunities for the participating organisations to expand their current programme of work - create new opportunities for both learners and staff through the learning of new skills and working practices - enable participating organisations and those working within those organisations to progress within their field - improve language and communication skills of learners and staff involved in the project - a greater awareness of the role disadvantaged people can play in the social, economic and cultural life of their communities - contribution to the current national debates on quality and learning disability in the arts - bringing a European perspective to the current debates on quality and learning disability in the arts - a raised profile of the use of the arts as a tool for change - a stronger European arts and disability community working for the benefits of learning disabled people and in the current and longer term, add value to the existing debates on quality and learning disability in the arts.

In summary, the project has reached the targets and objectives set out at the start. The Intellectual Outputs have been produced, and the project has reached a broad target group in the respective countries. Attendance to workshops and events have generally reached the tartgets, in some areas the number of participants has widely exceeded expectations.The Recruit Potential-project has addressed the challenge that the future labour market demand for specific skills in certain professions, will in many cases be higher than the supply. At the same time, there will be large categories of individuals that are outside of the labour market. The project has been directed towards a change in the employers’ strategies. A change that can result in more inclusive recruitment demands, were also individuals without all the skills traditionally required for a position could be employed. People would be recruited on their potential and then educated by the employer to reach the skills required for the position. The long-term effects of such a change in strategies are that employers will have a larger potential supply to choose from when recruiting for new positions. This will support social inclusion since groups usually not considered for an employment would now more often be given the opportunity. With inclusive HR-strategies, both for recruitment and inhouse VET, disadvantage groups like refugees, disabled, young people without experience, people with low formal education could be recruited on their potential instead of formal qualifications and experience. Barriers from the employer side could be lowered and more people included onto the labour market. The project has been targeted towards VET-training of Human Relations staff and management involved in HR-processes and special focus was on recruitment. HR-staff, Recruiters, HRBP, other HR-specialists and management are in the centre of the recruitment process and even if management usually are responsible for recruitment decision, HR-staff have a considerable influence on strategies, guidelines and policy in this area. The project Intellectual outputs are as planned;- IO1 a Classroom Course Curriculum for Inclusive HR-strategies with teachers’ packs and assessment tools. The Curriculum support the possibility to increase knowledge on the topic and promote a change in attitudes among HR-staff and management. - IO2 an Open online training course available online in different languages (English, Swedish, Portuguese and Latvian). The development of the IOs have been driven through five transnational meetings. The TNM were the project's focal points where experiences has been exchanged in a transnational setting, but also dedicated to input and feedback on the intellectual outputs. To ensure relevance for stakeholders not participating directly in the project local stakeholder groups has been set up to guarantee a link between the project and VET-stakeholders at partner level. The intellectual outputs contribute to HR personnel to reach a better understanding of the concept of Inclusion and how it could be integrated in core processes, such as recruitment and inhouse continuous VET. Through the Open online training course, the results can be used internally by organisations. Through dissemination and Multiplier Events the project has promoted the uptake . The project has been performed by five partners. Three partners are local public authorities, represented by HR specialists and management. One was a foundation partner, specialized in HR training courses and one a technical partner specialized in development of online courses and Open Educational Resources. The partners come from Sweden, Portugal, UK, Latvia, and the Netherlands.

Without Words (WW) is a collaboration between arts and disability organisations across Europe to investigate the potential for cross cultural communication through visual storytelling. The project will explore and identify how creative and nonverbal mediums such as dance, music, mask, puppetry and physicality can be used to increase access for disabled people across Europe. The project will work specifically, but not exclusively with, people who have learning disability, sensory or neurological impairment. It will explore concepts of non-verbal communication and it’s use within disability arts, asking how we can use them to generate fully inclusive opportunities without compromising artistic quality or disassociating the disabled person. The project will examine how learners can adapt and apply skills learned in their own organisations and will result in an online forum between the organisations and a documentary resource for wider use.WW will bring best practice to the fore, raising the quality and accessibility of learning disabled performance. The project will adopt a methodology whereby all participants are equally involved in practical exploration, discussion and workshops which will allow the partners to research, explore, test and develop new ideas. Through practical explorations of the work of partner organisations, initiating conversations between partners and practical workshops in our own organisations we will• explore different non-verbal mediums in creative work by/for learning disabled people. • develop and test methodologies • explore the process and value of critical thinking.• learn new methods of integrating nonverbal work into performance. • examine the use of non-verbal methods in increasing access for artists and audience • recognise the importance of quality work with/for learning disabled people and raise the aspirations of learning disabled people.Learning Teaching Training Events will run alongside the explorations in order for workers (including those who are learning disabled) to learn techniques that will enable them to embed non-verbal methodologies into their own work. These activities will take place in each partner country and will target arts workers, artists, disability workers and those working within arts and disability from within the partner organisations. 16 places will be available for these LTT activities in each partner country who will work together with staff and groups of up to 20 learning disabled people from each host organisation. It is estimated that 50% of participants attending the LTT from partner countries will be learning disabled. Through a combination of transnational workshops, conversations, learning events, online discussion and evaluation of ongoing activity within partner organisations the project will explore current approaches, experiences and models, investigate what is important and what isn't, explore what works and what doesn't and find ways to communicate that to the current conversations taking place regarding quality, inclusion and learning disability in the arts. More specifically the project will:- challenge preconceptions of learning disabled performance and its aesthetic, - enable learning disabled people to be more active both within the partner organisations and within their communities - enable learning disabled people to learn the importance of accessibility in their work so they are more able to compete within the mainstream - develop the confidence and self- esteem of learning disabled people and increase their motivation and understanding of what they can achieve - provide european platforms for the work of learning disability artists - create new opportunities for the participating organisations to expand their current programme of work - create new opportunities for both learners and staff through the learning of new skills and working practices - enable participating organisations and those working within those organisations to progress within their field – improve language and communication skills of learners and staff involved in the project - a greater awareness of the role disadvantaged people can play in the social, economic and cultural life of their communities - contribution to the current national debates on quality and learning disability in the arts - bringing a European perspective to the current debates on quality and learning disability in the arts - a raised profile of the use of the arts as a tool for change - a stronger European arts and disability community working for the benefits of learning disabled people and in the current and longer term, add value to the existing debates on quality and learning disability in the arts.

The CLARITY project seeks to support European Member States in their pursuit for greater trust, transparency and efficiency within government via the increase take-up of open government initiatives. CLARITY is a small-scale coordination and support action designed to: 1) mobilise a multidisciplinary network of stakeholders across the open government ecosystem in order to support and encourage the take-up of responsible eGovernment applications that can help drive open government initiatives. 2) Conduct an interactive needs assessment and gap analysis in order to understand gaps in the market and support the growth on innovative solutions for open government in Europe and 3) work with the network to develop a blueprint for next steps in facilitating open government initiatives in Europe. Key outputs from the CLARITY project include: 1) opportunities for stakeholder engagement and innovation via focus groups, workshops the CLARITY Sprint Event and the CLARITY Exhibition and final conference; 2) the findings from the needs assessment and gap analysis in order to see current gaps in the provision, design and development of eGovernment applications; 3) the CLARITY blueprint for next steps in the take-up of eGovernment applications in Europe and 4) the establishment of the Open Government Marketplace – a space for the advertising, case studies and testimonials surrounding the implementation of eGovernment applications for Open Government initiatives.to be added

Storytelling can build bridges and is a wonderful way to learn a language, to be in touch with others and to express oneself. The aim of LISTEN is to use “applied storytelling” in its many forms as educational method in the work with refugees. LISTEN explored different approaches to storytelling and how radio and other forms of audio broadcasting can be used as medium to share these stories. It intended to offer a common approach to personal development and learning that had the potential to create a sense of community and togetherness. The primary target groups were trainers, language teachers and multipliers working with refugees as well as training providers, NGOs, social services or similar institutions that offer learning activities for refugees. The final beneficiaries were refugees involved in these activities.To achieve the objective the LISTEN team implemented the following activities:-Research: All partners explored the current state of art in terms of using storytelling as an educational method with refugees, and to define the training needs of the target group in terms of competences needed to use storytelling methods and involving radio with refugees, and the competences their final beneficiaries may develop through storytelling. -Validation system: It is the centrepiece of the validation approach and is based on the LEVEL5 system. LEVEL5 is specifically designed to facilitate a profound assessment and evidencing of personal and social skills and competences related to intercultural storytelling. -Training modules: The partners developed a curriculum and training materials based on transferable didactic concepts and methods for storytelling with refugees and the integration of radio (especially internet radio). The four training modules are designed as independent units covering all aspects necessary for the implementation of radio storytelling and validation. From this extensive material, specific elements were selected to be taught during a training session in January 2018.-Training course in Austria: The 5-day course was attended by 19 participants – trainers, volunteers, multipliers working with refugees – who were enabled to plan and implement learning projects according to the LISTEN approach.-Practical phase: During the piloting phase all in all 15 learning projects were carried out involving >200 refugees. At the end of the piloting phase, the competences acquired during the training and piloting were validated by means of LEVEL5. -Experience report: The findings, achievements and challenges of the practical phase are described in the Experience Report. It draws conclusions and recommendations of interest to potential future users based on training and learning experiences and feedback received during the pilot phase.-Collection of refugees’ stories: The collection is based on stories collected during the piloting phase and through the LISTEN Award. It currently consists of 34 stories – fictional and real ones. The collection celebrates refugees’ and migrants’ stories – about themselves, their experience, their culture and their ideas – thus helping to build bridges between them and their host communities.-The LISTEN label: It is a tangible label and is awarded to organisations that show they comply with the LISTEN philosophy: Use storytelling in training and provide a validation path for recognition of learning outcomes. It is awarded through a self-assessment process in which organisations present a clear case for how they meet these criteria. Based on their individual experiences and participants’ feedback, all partners reported a number of achievements and success stories:-The pilot projects have shown how strong the exchange between cultures is and how rich in diversity. All participants were reminded that they live in multicultural societies.-The storytelling projects created relationship between refugees and local residents without discrimination or prejudices. Local people's awareness of refugees has increased through new contacts and stories.- Learners have improved their language skills. They could speak spontaneously and freely, present themselves or their stories and reflect on themselves. - Learners appreciated the opportunity to receive certificates documenting their personal development.- The involved trainers have new tools and exercises for their work with refugees, migrants and even native speakers. They are able to implement storytelling, recording and editing stories in their activities. - All project partners have intensified their existing network or created new networking contact with radio stations, refugees associations and language trainers.Having reviewed the project outcomes there was general agreement amongst partners that the LISTEN training and resources and the individual learning projects met the primary aims and objectives of the intellectual output and contributed significantly to the overall success of the project.