<< Background >>Due to the ongoing DIGITAL TRANSFORMATION of the last decade and the associated changes in the professional world, the need for qualification in adult education has increased immensely. Particularly low-skilled people are disproportionately often employed in jobs that could be substituted by technologies or that are affected by changes in the job profile. For example, the World Economic Forum predicts an enormous need for adult skills training at the 2020 meeting in Davos. For Europe, it is predicted that almost every second adult will need further training within the next 5 years. Low-skilled people in particular are therefore disproportionately affected by the threat of job losses due to technological substitution or changes in job profiles and need ACCESS TO TRAINING to remain competitive in the labour market. Increasingly, training offers are being switched to distance or blended learning, a trend that has intensified in the wake of the COVID pandemic. However, it is precisely these learning opportunities that are often difficult to access for low-skilled people because they LACK VARIOUS BASIC SKILLS to be able to use these learning opportunities. The GAP between low-skilled and higher-skilled people is WIDENING, with immense consequences for the labour market and social cohesion. Therefore, it would be of great importance to integrate low-skilled learners into these new forms of learning. However, the problem is that there is a prejudice that blended learning is not suitable for low-skilled learners and, in addition, these learners very often lack the digital and cognitive skills they would need to participate in blended learning programmes.In order to close this educational gap, it is therefore important to break down this prejudice and support low-skilled learners in developing basic digital and cognitive skills, thus facilitating their access to different educational programmes - especially blended learning settings.<< Objectives >>The OVERALL GOAL of the Access2Learn project is to contribute to the INCLUSION of disadvantaged learners in all fields of education, especially in blended learning programmes. This is crucial to sustainably support low-skilled people to find a job or to keep their job even if their job profile changes.SPECIFIC OBJECTIVES of this project are:1) to draw attention to and counter the prejudice that low-qualified adult learners could not participate in blended learning programmes2) to raise awareness of the importance of developing cognitive competences for the participation at blended learning programmes3) to promote positive attitudes towards blended learning concepts 4) to support adult learners with developing the required digital and cognitive competences for blended learning5) to motivate low-skilled learners to participate at further education programmes 6) to support trainers in training low-qualified learners in blended learning settings 7) to provide trainers with different exercises and tips they can use when preparing their learners for blended learning<< Implementation >>ACTIVITIES AND METHODOLOGY:To create materials tailored to the target groups of low-qualified learners and educators who are training this group in blended learning settings, it is crucial to involve them in all activities of the project.In PR1 we will conduct FOCUS GROUPS and INDIVIDUAL INTERVIEWS to develop recommendations for action for decision-makers and to break down the prejudice that low-skilled learners are not suitable for blended learning. In addition, we will compile TWO QUESTIONNAIRES for adult educators and low-qualified learners to determine the competences that are needed for participating in blended learning programmes. The outputs of PR1 will be a POLICY PAPER as well as a COMPETENCE CATALOGUE which serve as basis for PR2 and PR3.In PR2 we will develop LEARNING MATERIALS and EXPLANATORY VIDEOS for low-qualified learners to support them in enhancing their digital and cognitive competences.In PR3 TRAINING MATERIALS for adult educators are developed. To assess the learners’ competences, we will develop an ASSESSMENT TOOL and additionally we support trainers in choosing appropriate learning materials for each learner by ILLUSTRATING A PROCESS for different situations. Furthermore, we compile a SEMINAR DESIGN for training low-qualified learners (on-the-job and in job-orientation) and we create a PODCAST to raise awareness for the importance of the inclusion of low-skilled people. To round it all off, we develop a HANDBOOK and GUIDANCE for trainers.NATIONAL WORKSHOPS:Within PR3 each partner organisation will organise a national workshop for adult educators who are training low-qualified adult learners in blended learning settings. Within this workshop they use the developed materials in their everyday training and proof their practicality. The feedback of this workshop is an essential part for our project.MULTIPLIER EVENTS:Each partner organization will organise a Multiplier Event with the involvement of key stakeholders to disseminate the results of this project as widely as possible.<< Results >>In this project we will realise the following three results:(1) Creation of a POLICY PAPER and a COMPETENCE CATALOGUE: In this Project Result we compile a policy paper that highlights the disadvantage of low-skilled adults in relation to blended learning and provides recommendations for decision makers to facilitate the inclusion of this group of learners in new forms of learning. In addition, we create a competence catalogue that explains the competences learners need for blended learning.(2) Development of LEARNING MATERIALS for low-qualified adult learners:Learning materials and explanatory videos for low-qualified adult learners are developed to support them in developing basic digital and cognitive competences they need for participating at blended learning programmes. The materials and videos can be used by adult educators in their trainings as well as HR managers or organisations who want to further educate their employees.(3) Development of TRAINING MATERIALS and AWARENESS BUILDING for adult educators: We develop materials and tools trainers can use when training low-qualified adults in blended learning settings. These include: an assessment tool to assess the competences of the learners and the illustration of individual learning processes in relation to the assessment tool, a seminar design in blended learning format for training on-the-job as well as for job orientation, podcast episodes for awareness building and with tipps for training low-qualified learners and a handbook with information about the interrelations of the different outputs to ensure an efficient use of all results.The Access2Learn project will have the following impacts and long-term benefits on all geographical levels:- low-qualified learners get access to and are prepared for blended learning programmes- adult learners become more motivated to participate at further educational programmes- adult educators know how they can prepare their low-qualified learners for blended learning- awareness for the importance of the development of learning competences on the part of the learners before conducting blended learning coursesThe OPEN SOURCE ACCESS to all project results will be guaranteed for at least 5 years after project end. Our aimed impact is to initiate a broad debate on the importance of the inclusion of disadvantaged learners in new formats of learning and to support as many low-qualified learners as possible in developing the required competences for successfully participating in blended learning programmes.

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<< Objectives >>All partners already support ASD individuals to develop their employment opportunities. However, this project aims atwidespread support across the EU that both increases the chances of ASD jobseekers to penetrate the labour market, andhelps implement effective and inclusive practices within both learning and working environments, increasing theemployment rate within the ASD community, improving mental well-being, promoting social inclusion whilst reducingeconomic costs for EU member states.<< Implementation >>This project will implement many activities, from online & face-to-face meetings to desktop / field research & focus groups toensure top quality standards are upheld. It will develop international research reports; an ASD employment guide;neurodiverse-friendly digital training modules & learning pathways; Youtube channel; digital learning platform & website;SEN specialist reviews; Europe-wide digital map & network; product testing; product publication; & Europe-widedissemination of findings.<< Results >>This project will have multiple outcomes: The Research Report will define the requirements & challenges of those with ASD;The Employment Guide offers solutions that meet the needs of all stakeholders; The Digital Training Platform will host selfaccessed, interactive digital training pathways; The Map & Network will connect all stakeholders & provide easy access tosupport. The combined result will increase employment, improve well-being, enhance inclusion & reduce economic costsacross the EU.

<< Objectives >>The 3L Mindset project aims at provoking a positive shift in the mindset of lower skilled adult immigrants with regards to adult education. We want to lower the barriers for this target group for participation in education by tackling the situation from both sides; the educational institutions and the teachers on one end and the actual lower skilled immigrant adult on the other. Ultimately we want to foster both successful up-skilling of the target group and higher levels of social inclusion.<< Implementation >>All partners will collaborate to create high quality project results that will lead to awareness of educational institutions on the problems of adult immigrants in education, up-skilling of teachers and a mind shift in lower skilled adults with regards to life long learning. We will do so by co-creation under a highly structured work plan. We will meet regularly, both online and face to face, and will dedicate our own resources also to dissemination of the project to create a high level impact.<< Results >>During the project we will produce a policy report with research based information on the problems of accessibility to adult education for lower skilled immigrants as well as booklet with tips and guidance for schools and teachers. We will also produce a teacher training program where teachers of adult education will train to become educational coaches with a guide on how to adapt their course curriculum. This will be accompanied by a coaching tool box as well as a motivational youtube channel.

The Dyslexia Compass aims to combat the negative implications of undiagnosed dyslexia on children’s and older students’ cognitive development, and consequent unnecessary strains on national education systems. It will do this by creating a pan-European consensus on diagnostic tools and thresholds to measure literacy and phonological fluency across languages and national perspectives of dyslexia, including differentiation for different orthographies (in the case of non-alphabetic languages where migrants and refugees are at risk of being ignored). In doing so, it will equip teachers with diagnostic tools and guidance on operating to measure reading and literacy levels in a unified and aligned way across European countries. In this way, more accurate numbers of dyslexic students will be available, opening more doors to funding, intervention, remediation, and preventive measures. As such, the Dyslexia Compass project will take significant steps towards reducing the impacts of the ‘Matthews Effect’ on development, mental health and inclusion of dyslexic children, especially those from migrant or disadvantaged backgrounds. With no reliable figures because of the diverse nature of measurement, research into the condition will be problematic. Not only does the diversity of measurements cause uncertainty in terms of what rates of dyslexia may be, they cause uncertainty in what dyslexia itself is. If you know what dyslexia is, you should be able to measure it. Different methods of measurement indicate different views of the nature of dyslexia. If you don’t know what dyslexia is, researching its impact upon social inclusion, health and education becomes problematic at the very least. Without such a standardised measuring tool, no reliable data about the prevalence, depth, or remedial effectiveness of common dyslexia tools including preventive measures, will be available. Without transparency, funding for dyslexia - as well as more accuracy for funding and targeted remediation and research - is less achievable, further reducing innovative and integrated approaches to standardized measuring; and so there will be fewer and fewer opportunities for pupils from disadvantaged and migrant / refugee backgrounds with dyslexia to have access to inclusive education practices and opportunities later in life. Social divisions will inevitably widen. The phenomenon described by Seligman (1967) of learned helplessness creates an environment of educational failure that is both harmful and unnecessary. We also know from the Matthews Effect that an undiagnosed case of dyslexia will produce academic, intellectual, and social inequality, vastly increasing the likelihood of that child not transitioning successfully from primary to secondary education, or further. If pupils aren’t identified and helped early, then their other cognitive faculties will be harmed. This in itself will harm the ability to identify dyslexia because different children from different orthographical systems will have been identified at different ages, meaning measuring reading fluency against other cognitive faculties will become complicated and possibly incommensurable.Our methodology will be to firstly understand in greater detail exactly what measurements are prevalent current in the EU, taking into account national and regional understandings of what dyslexia is, orthographic depth, national and regional languages, and reading comprehension. This will result in a comprehensive European report describing and classifying current tools used to measure dyslexia. The report will be used as a departure point for the next stage of the project, which will look to establish clarity on the more effective tools to measure dyslexia. The result of this stage of the project will be a training guide on the various tools, how to properly implement them, and the recommended threshold for proper / improper literacy to establish someone as dyslexic. The final step of this stage of the project is to introduce a translation guide to the manual to facilitate the translation of one measurement from a tool in one European language to another. This final step will mark a significant point in the project’s development and move the European understanding of dyslexia into previously unknown territory. The last stage of the project will see the consortium embark on the task of analyzing the results of the previous stage, the characteristics of each tool and its measurements, thresholds and results, with the aim of creating a singular tool to measure dyslexia across regions, nations, ethnicities and languages.